Students meet authentic science: the valence and foci of experiences reported by high-school biology students regarding their participation in a science outreach programme

The Impact of Teaching by Using STEM Approach in The Development of Creative Thinking and Mathematical Achievement Among the Students of The Fourth Scientific Class

“…The importance of the STEM entrance for teaching mathematics is obvious; the relationship between this entrance and teaching mathematics is clear, its letters bear the letter M, which means mathematics. It is a proposed entry for teaching four subjects, including engineering, mathematics, [36,37] mentions that the entrance to science, technology, engineering, mathematics can leap teaching, learning mathematics at all school levels, because it enables the learner to develop his skills in mathematics in order to reach creativity, outstanding performance , it helps to develop mathematical conceptual understanding through both types of collective, individual learning, including solving problems, numerical sense, using appropriate tools, conducting operations Modeling, simulations, mathematical representations, application of mathematical skills, concepts, interconnections, etc. The National Council of Mathematics Teachers (NCTM) also notes that the importance of the STEM teaching approach in mathematics is due to the fact that it gives mathematics the real meaning within the conduct of engineering designs and problem-solving, and it helps students develop thinking skills and link mathematical skills and applications with their lives [38].The role of the teacher and the learner in applying the STEM approach [39]; as below: Table 1.…”

Co-designing cross-setting activities in a large-scale STEM partnership program – Teachers’ and students’ experiences

“…Access to authentic scientific practices and relevant experiences can be achieved by establishing collaborations with settings outside school that provide materials and professional practices that are typically not available in classrooms (Braund & Reiss, 2006;Houseal et al, 2014). Such collaborations between schools and STEM professionals can result in a variety of experiences for students, including cognitive, social and affective learning (Houseal et al, 2014;Shein & Tsai, 2015;Tsybulsky, 2019;Tsybulsky, Dodick, & Camhi, 2018;Tytler, Symington, Williams, & White, 2018). For instance, Houseal et al (2014), studying teachers' and students' experiences, found that partnerships with scientists enhanced the students' understanding of and about scientific inquiry as well as improved their attitudes towards science and scientists.…”

Reflections on Undergraduate Research Mentoring

“…Encourage professors, postdoctoral fellows, and graduate students to visit area high schools to describe their occupations. Take high school students on a field trip to see what a real-world scientific laboratory looks like (3). I offered to host a small group of entering first-year university students for a 30-min lab tour.…”