STEM Education and the Theft of Futures of Our Youth: Some Questions and Challenges for Educators

Jeong, Sophia; Tippins, Deborah J.; Haverkos, Kimberly; Kutner, Mel; Kayumova, Shakhnoza; Britton, Stacey

doi:10.1007/978-3-030-25101-7_18

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Besides these difficulties, the lack of specific training and poor expertise in STEAM education were the main issues affecting its proper implementation in all six investigated countries. Good expertise for STEAM implementation is all the more important in the postmodern world when debating on social justice, sustainable development and an equitable future [1], and on "the reification of traditional gender roles in STEM and the influence of neoliberal ideology in STEM context" ( [43], p. 1).…”

Section: Discussionmentioning

confidence: 99%

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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This chapter presents a survey focusing on pre-primary and primary STEAM education in six countries. The survey sought to identify: a] the perceptions of teachers, parents, and professionals from STEM and the Arts (hereafter STEAM professionals) about the STEAM approach; b] teachers’ training needs; c] teachers’, parents’, STEAM professionals’ perceptions of the value of the STEAM’s role in increasing the participation of young girls and disadvantaged students in STEM. Data was collected through focus-group interviews and were qualitatively analyzed. Results showed that teachers, STEAM professionals, and most of the parents had positive perceptions of the STEAM approach; they believed that it increases children’s motivation and engagement in learning, regardless of the child’s gender; it increases creativity, self-confidence and offers good learning opportunities for both boys and girls, taking into consideration their emotional and social abilities. The main difficulties identified were related to curriculum limitations, school infrastructure, and lack of resources, experience, and training in the STEAM approach. Teachers highlighted the need of training on the STEAM philosophy, essential concepts, and specific methods; access to STEAM-specific digital resources/software; practical training/seminars or blended learning training. Student teachers emphasized the need for more STEAM lessons in their initial training.

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Section: Discussionmentioning

confidence: 99%

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Voicu¹,

Ampartzaki²,

Dogan³

et al. 2023

Early Childhood Education - Innovative Pedagogical Approaches in the Post-Modern Era

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show abstract

“…Nonetheless, teachers can influence the interest of young girls in learning these areas (Fadigan & Hammrich, 2004). Indeed, the gender of the teacher has a significant impact in modeling the role of women in STEM (García-Holgado, Camacho, & García-Peñalvo, 2019;Chen, Sonnert, and Sadler, 2020;Jeong et al, 2019). Though short time role model interventions in childhood sometimes change stereotypical beliefs about women but not necessarily shift the young girls perceive themselves regarding STEM disciplines (Olsson & Martiny, 2018).…”

Section: Dealing With Stem Gender Stereotypesmentioning

confidence: 99%

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Cabello¹,

Martínez²,

Armijo³

et al. 2021

LUMAT

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Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.

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“…The bulk of available research demonstrates an evident lack of consensus among scholars regarding how STEM is conceptualized and/or theorized. Depending on the lens used and the perspective adopted, researchers have used the term STEM in various ways, ascribing different meanings to the concept [24,25], including as a combination of individual disciplines or an interdisciplinary field of study and research. Further, the different extensions and variations of the term-STEM, STEMM (including medicine), or STEAM (including arts) [26,27]-have led to multiple understandings of "STEM".…”

Section: Literature Reviewmentioning

confidence: 99%

Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory

et al. 2023

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STEM (science, technology, engineering, and math) has taken center stage as a priority policy agenda for Qatar’s leadership. At present, STEM stands as a fundamental catalyst for Qatar’s sustainable economic, environmental, human, and social development goals, as is outlined in the Qatar National Vision 2030. The aim of this exploratory study was to investigate the determinants of students’ interest in pursuing Science, Technology, Engineering, and Mathematics (STEM) studies and eventual careers in Qatar. This study used a survey involving a representative sample of a total of 425 students from public (government-funded) middle schools in the country. Data for this research were gathered using a survey distributed to students in grades 7, 8, and 9. Guided by the Social Cognitive Theory, a survey was implemented with a view to investigating the intrinsic and extrinsic factors likely to contribute to student STEM educational and career interest. Two main statistical tests were carried out: independent sample t-tests and one way ANOVA. Results derived from the study reveal that gender, nationality, and parental education and occupation served as predictors of student interest in a STEM degree or profession. The results derived from this study have important implications for STEM-related fields of study and career.

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STEM Education and the Theft of Futures of Our Youth: Some Questions and Challenges for Educators

Cited by 4 publications

References 27 publications

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries

Promoting STEAM learning in the early years: “Pequeños Científicos” Program

Student Attitudes and Interests in STEM in Qatar through the Lens of the Social Cognitive Theory

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