Stemming on STEM: A STEM Education Framework for Students with Disabilities

Hwang, Jiwon; Taylor, Jonté

doi:10.14448/jsesd.06.00017

Cited by 19 publications

(14 citation statements)

References 11 publications

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“…In the table, we included four STEAM education frameworks as it was found that some of the most recent frameworks in the literature were inclusive of the arts. A review of the STEM and STEAM education frameworks revealed that some focused generally on the integration of the disciplines (e.g., Bybee, 2010;Honey et al, 2014;Kelley & Knowles, 2016;Tan et al, 2019;Yakman, 2011;Yata et al, 2020), several focused on preparation of teachers and workforce development (Lee & Nason, 2012;Reider et al, 2016), two focused on a teaching model (Falloon et al, 2020;Quigley et al, 2017), one on equity and access broadly (Bush & Cook, 2019), and one specifically on students with disabilities (Hwang & Taylor, 2016).…”

Section: Stem Frameworkmentioning

confidence: 99%

“…A framework organized as a helix to illustrate the relationship between STEM content development activities, STEM career development activities, teacher professional development, partnerships, and cultural context The STEM Quartet Instructional Framework(Tan et al, 2019) A framework showing the level of connection among the STEM disciplines, with six steps (i.e., identify problem, understand problem, formulate solution, implement solution, review solution, new problem) around the circumference of the visual Relationship Between the Engineering Design Process and Science, Technology, and Mathematics(Yata et al, 2020) A framework that serves to promote interdisciplinary STEM education recognizing the uniqueness and similarities of each STEM discipline, considering how each science, technology, and mathematics are needed in engineering STEAM Interdisciplinary Approach to STEAM Education for Students with Disabilities(Hwang & Taylor, 2016) …”

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confidence: 99%

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Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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We introduce a conceptual framework of K-12 STEM literacy that rightfully and intentionally positions each and every student, particularly minoritized groups, as belonging in STEM. In order to conceptualize the equity-based framework of STEM literacy, we conducted a systematic review of literature related to STEM literacy, which includes empirical studies that contribute to STEM literacy. The literature on the siloed literacies within STEM (i.e., science, technology, engineering, and mathematics literacy) also contributed to formulate the necessity of and what it means to develop STEM literacy. The Equity-Oriented STEM Literacy Framework illuminates the complexities of disrupting the status quo and rightfully transforming integrated STEM education in ways that provide equitable opportunities and access to all learners. The Equity-Oriented STEM Literacy Framework is a research-based, equity and access-focused framework that will guide research, inform practice, and provide a lens for the field that will ensure each and every student, especially minoritized students, develop, and are developing STEM literacy.

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Section: Stem Frameworkmentioning

confidence: 99%

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confidence: 99%

Equity-Oriented Conceptual Framework for K-12 STEM literacy

et al. 2021

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“…Ayrıca STEM çalışmalarında karşılaştıkları matematikle ilgili zorlukları gidermek için özel gereksinimi olan öğrencilere STEAM çalışmaları denenerek zorlandıkları alanlara sanat desteği sağlanabilir. Örneğin kesirleri anlamakta ve kullanmakta zorlanan öğrenciye müzik desteğiyle davul çaldırılarak ¾ ya da ¼ 'lük vuruşlarla kesirler arasında bağlantı kurulabilir (Hwang & Taylor, 2016). Bu noktada özel gereksinimli öğrencilerle STEM çalışmak isteyen araştırmacılara çalışmalarına sanat boyutunuda katarak STEAM çalışmaları önerilir.…”

Section: Tartışma Ve Sonuçunclassified

Kaynaştırma Öğrencilerinin Fen Bilimleri Dersi STEM Çalışmalarının Değerlendirilmesi

Balçin

Yıldırım

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Güncel çalışmalarda, özel gereksinimli öğrencilerin sosyal anlamda akranları ile olumlu ilişkiler geliştirebildikleri ancak yeterli akademik eğitime ulaşamadıkları belirtilmektedir. Bu nedenle kaynaştırma öğrencilerinin akademik düzeylerinin yükseltilmesi için destek eğitim odaları kullanılmaktadır. Bu araştırmada destek eğitim odalarında verilen fen bilimleri dersi kapsamında özel gereksinimli öğrencilerin STEM çalışmalarındaki becerilerinin değerlendirilmesi amaçlanmıştır. Araştırma bir durum çalışmasıdır. Çalışma grubunu bir devlet ortaokulunun yedinci sınıfında öğrenim gören tam zamanlı kaynaştırma eğitimi alan üç özel gereksinimli birey oluşturmaktadır. Veri toplama aracı olarak; bilgi testi, kontrol listesi, materyal değerlendirme formu, STEM becerileri rubriği, öz değerlendirme formu ve yarı yapılandırılmış görüşme formu kullanılmıştır. Veri analizinde nitel analizlerden içerik ve betimsel analiz kullanılmıştır. Araştırma sonucunda; öğrencilerin fen bilgisini gerçekleştirdikleri materyallerine yansıtabildikleri fakat matematik, teknoloji ve mühendislikle bağdaştıramadıkları belirlenmiştir. Ayrıca öğrencilerin tasarımlarını planlayabildikleri, zihinlerinde oluşturabildikleri ancak çizime dökemedikleri görülmüştür. Buna rağmen tasarıma dönüştürmede başarı sağlayabildikleri belirlenmiştir. Çalışmanın sonucunda, kaynaştırma öğrencilerinin STEM çalışmalarına dâhil edilmeleri önerilmektedir.

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“…have reported that understanding fractions is a strong predictor of students' mathematics achievement in later grades, as it is embedded in advanced mathematics domains (for example, algebra) for all students regardless of ability. In addition, the growing needs of STEM (science, technology, engineering and mathematics) education necessitates learning fractions because fractions are commonly used throughout everyday life (Hwang & Taylor, 2016).…”

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confidence: 99%

Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities

Hwang¹,

Riccomini²

2019

British J Special Edu

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Developing an understanding of fractions is critical, as it is the first connection of whole‐number properties to rational numbers within a single framework. The unique properties of fractions necessitate solution processes that are distinctive and often more complicated than whole‐number processes, resulting in many students struggling with fractions. The purpose of the current study is to investigate the relationship of US students’ solution pathway preferences to accuracy of addition with fractions by achievement group. Results indicate that a preferred solution pathway was used by all three groups and significantly influenced solution accuracy, especially for students with learning disabilities. Our findings reveal a direct link to solution pathway preference and practical application when teaching computation of fractions to struggling students and students with learning disabilities.

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Stemming on STEM: A STEM Education Framework for Students with Disabilities

Cited by 19 publications

References 11 publications

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Equity-Oriented Conceptual Framework for K-12 STEM literacy

Kaynaştırma Öğrencilerinin Fen Bilimleri Dersi STEM Çalışmalarının Değerlendirilmesi

Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities

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