STEM Education in Flanders: How STEM@school Aims to Foster STEM Literacy and a Positive Attitude towards STEM

Knipprath, Heidi; Thibaut, Lieve; Buyse, Marie-Paule; Ceuppens, Stijn; Loof, Haydée De; Meester, Jolien De; Goovaerts, Leen; Struyf, Annemie; Pauw, Jelle Boeve-de; Depaepe, Fien; Deprez, Johan; Cock, Mieke De; Hellinckx, Luc; Langie, Greet; Struyven, Katrien; Velde, Didier van de; Petegem, Peter Van; Dehaene, Wim

doi:10.1109/mim.2018.8360917

Cited by 26 publications

(26 citation statements)

References 8 publications

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“…The IE education in China is mainly to meet the needs of the transformation and development of the economy and society, thereby cultivating the innovative spirit and entrepreneurial consciousness of undergraduates as the core to stimulate their creativity. In the new era, although the overall environment of IE education for undergraduates in China has changed, the awareness of IE education for undergraduates has not been fully established (Heidi et al, 2018). In the current society, innovative talents are an important strategic resource for national development.…”

Section: Discussionmentioning

confidence: 99%

Exploration and Practice of “Internet + Maker Education” University Innovative Entrepreneurship Education Model From the Perspective of Positive Psychology

Sun

2020

Front. Psychol.

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Section: Discussionmentioning

confidence: 99%

Exploration and Practice of “Internet + Maker Education” University Innovative Entrepreneurship Education Model From the Perspective of Positive Psychology

Sun

2020

Front. Psychol.

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“…Teacher attitudes play a significant role in implementing new instructional practices such as STEM (Al Salami et al, 2017;Chia & Maat, 2018;Knipprath et al, 2018;Thibaut et al, 2018a;Wahono & Chang, 2019).…”

Section: Teachers' Attitudes In Stem Educationmentioning

confidence: 99%

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

Kartal

Taşdemir

2021

IJTE

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STEM education has benefits for students, such as increasing achievement and improving attitudes, motivation, interest toward STEM disciplines, and higher-order thinking skills. Teachers' characteristics, perceptions, and attitudes related to STEM influence teachers' implementation of integrative STEM approaches and, as a result, shape the learning environment. This study examined 513 pre-service teachers' attitudes towards STEM in terms of multiple variables (department, class level, gender, having a traineeship, or information about STEM) and investigates the relationship between participants' attitudes and academic grade point averages. Participants were pre-service preschool, classroom, science, and mathematics teachers that can be considered the basis of the STEM pipeline. Data were collected via a survey and were analyzed using descriptive statistics, t-test, ANOVA, and Pearson product-moment correlation. Results show that pre-service science teachers, senior pre-service teachers, and participants who had information or a traineeship about STEM had more positive attitudes towards STEM. There was no relationship between attitudes and grade points. It was also seen that the attitudes towards engineering-technology explain the most variance in the attitudes towards STEM. Therefore, the teacher preparation programs should give more attention to integrate the courses of science, technology, engineering, and mathematics and help the pre-service teachers (regardless of their departments) to realize the connectedness of STEM subjects.

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“…Based on the rationale that iSTEM can make STEM subject matter more relevant to students and consequently enhance both their understanding and interest in STEM, the research project STEM@school (http://www.stematschool.be/en/) was established in a collaboration between two Flemish universities and two Flemish secondary-education umbrella organizations (Knipprath et al 2018). The aims of STEM@school were to develop an approach and a curriculum for iSTEM education in Flanders (Belgium) and to assess the effects of this approach on students' performance and attitudes towards STEM.…”

Section: Premise and Planningmentioning

confidence: 99%

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

et al. 2020

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Our rapidly changing society needs highly-qualified STEM professionals (experts in science, technology, engineering, and mathematics) to develop solutions to the problems it is facing. Many of the students who graduate from a STEM programme in secondary education, however, opt out of STEM when enrolling in higher education, often due to a loss of interest. To ensure sufficiently high and qualified enrolment in higher STEM education, we need to bridge this gap between secondary and higher STEM education by showing our youngsters the relevance of science and technology to their personal life and environment. To this end, the project STEM@school promoted and studied the idea of integrated STEM in secondary education in Flanders, Belgium. In integrated STEM education, learning contents from the separate STEM courses are linked in an authentic way, as they often are in our environmental challenges. This approach encourages students as well as their teachers to acquire a robust understanding of STEM concepts, and a creative, inquisitive, and collaborative mindset. For the design of integrated STEM curricula, STEM@school united secondary-school STEM teachers and university researchers. This article elaborates on the principles, opportunities and challenges of the design and implementation of these curricula and discusses their promising effects on students’ conceptual understanding and attitudes towards STEM subjects. The article concludes with tips and tricks to get started with integrated STEM education in secondary schools.

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STEM Education in Flanders: How STEM@school Aims to Foster STEM Literacy and a Positive Attitude towards STEM

Cited by 26 publications

References 8 publications

Exploration and Practice of “Internet + Maker Education” University Innovative Entrepreneurship Education Model From the Perspective of Positive Psychology

Exploration and Practice of “Internet + Maker Education” University Innovative Entrepreneurship Education Model From the Perspective of Positive Psychology

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school

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