STEM teaching as an additional profession for scientists and engineers

Hazzan, Orit; Ragonis, Noa

doi:10.1145/2538862.2538879

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…Many of the participants come from prestigious careers in industry, civil service, and research institutes (Hazzan and Ragonis, 2014). Our teacher preparation program includes identity resources of coursework, field experiences, and social contexts that encourages experiencing personal, professional, and emotional challenges.…”

Section: Research Settingmentioning

confidence: 99%

Transition into Teaching: Second Career Teachers’ Professional Identity

Shwartz

Dori

2020

EURASIA J Math Sci Tech Ed

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Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry teachers, who had previously worked as chemists and participated in an alternative certification program (ACP) at a science and engineering research university. Our goal was to understand the transition process of these teachers into the teaching profession as they shape their identity and navigate through the contexts of the preparation program and the school system. Results showed that the career changers attributed their identity development to a variety of program identity resources, which shape one's identity: coursework, field experiences, and social contexts. We saw that the transition to the teaching profession was mainly due to their desire to contribute to society. Investigating three case studies, we learned that through the active participation, one's vision of the particular kind of teacher one aspires to be has developed within the unique learning environment created in the program.

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Section: Research Settingmentioning

confidence: 99%

Transition into Teaching: Second Career Teachers’ Professional Identity

Shwartz

Dori

2020

EURASIA J Math Sci Tech Ed

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“…Students who attended the course belonged to two study programs: CS major students and CS education major students, mainly Views program students (Hazzan, & Ragonis, 2014). The Views program invites Technion Institute of Technology graduates to study toward an additional bachelor's degree at the Faculty of Education in Science and Technology.…”

Section: Participantsmentioning

confidence: 99%

Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork

2020

Self Cite

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Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.

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“…Therefore, this teaching mode can be used in interdisciplinary and comprehensive discipline teaching and has often been applied in the engineering interdisciplinary field. However, when applied in teaching painting, the STEM-based teaching mode must combine theory with practice to hone the professional theoretical knowledge and painting skills of students [5].…”

Section: State Of the Artmentioning

confidence: 99%

A Painting Teaching Mode Based on STEM Theory

Pan

2018

Int. J. Emerg. Technol. Learn.

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Painting teaching is of great significance in cultivating students’ observation, imagination, creativity and personality. However, due to the outdated teaching methods, the traditional painting teaching mode makes it impossible to effectively combine relevant knowledge and painting skills during the teaching process and therefore makes it difficult to achieve the overall purpose of painting teaching. With this regard, a STEM (Science, Technology, Engineering, Mathematics) teaching method was proposed in this study and introduced into the entire painting teaching process. It includes three painting teaching programs, namely scientific inquiry, engineering practice, and communication enhancement and integrates “Painting 3D” software of Windows 10 for teaching. The teaching practice of the STEM teaching mode in the painting course proved that the teaching mode can effectively improve students’ ability to combine the learned theoretical knowledge of painting with the actual operation. At the same time, it can enhance students’ interest in learning and cultivate students’ comprehensive capacity.

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STEM teaching as an additional profession for scientists and engineers

Cited by 10 publications

References 12 publications

Transition into Teaching: Second Career Teachers’ Professional Identity

Transition into Teaching: Second Career Teachers’ Professional Identity

Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork

A Painting Teaching Mode Based on STEM Theory

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