Supportive teaching and learning strategies in STEM education

Smith, Karl A.; Douglas, Tameka Clarke; Cox, Monica Farmer

doi:10.1002/tl.341

Cited by 62 publications

(44 citation statements)

References 9 publications

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“…Numerous educational researchers have also advocated for an integrated curriculum (e.g., Bybee, 2010;Czerniak et al, 1999;Frykholm & Glasson, 2005;Kiray, 2012;Moscovici & Newton, 2006;Smith, Douglas, & Cox, 2009). Czerniak et al, (1999) found integration to be an authentic approach to education, while others found that integration improves student achievement (Beane, 1995;Vars, 1991).…”

Section: The Importance Of Integrationmentioning

confidence: 99%

Middle School Science and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

Wong¹,

Firestone²,

Ronduen³

et al. 2016

IJRES

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Science, Technology, Engineering, and Mathematics (STEM) education has become one of the main priorities in the United States. Science education communities and researchers advocate for integration of STEM disciplines throughout the teaching curriculum. This requires teacher knowledge in STEM disciplines, as well as competence in scientific literacy. Since nature of science (NOS) is a critical component of scientific literacy, this study examined teachers' conceptions NOS over a one-year period. Participants included 21 middle school science and mathematics teachers who integrated science and mathematics in their classrooms. We employed two NOS instruments to collect data on participants' NOS conceptions before and after a one-year online graduate program. This study examined changes in NOS understanding for the group as a whole, between science and mathematics teachers, and whether beginning and experienced teachers differed in their conceptions of NOS. Findings show that the teachers' conceptions of NOS improved significantly after two semesters of explicit, reflective NOS instruction. There was no significant difference between science and math teachers' conceptions of NOS. The notion that science teachers know just as much about NOS as mathematics teachers indicates that science teachers in the U.S. are just as unfamiliar with the nature of science as mathematics teachers. In addition, years of experience did not play a role in the participants' conceptions of NOS. Examination of teachers' conceptions of NOS will help researchers, teacher educators and teacher professional development providers gain insight on ways to develop STEM teachers' conceptions of NOS.

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Section: The Importance Of Integrationmentioning

confidence: 99%

Middle School Science and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

Wong¹,

Firestone²,

Ronduen³

et al. 2016

IJRES

View full text Add to dashboard Cite

show abstract

“…al discuss best practices for implementation of co-operative learning and problembased learning as a part of the effort to improve Science, Technology, Engineering, and Mathematics (STEM) education. 16 Deslauriers et. al present the value in learning and engagement of methods that would require the students to practice physicist-like reasoning and problem solving during class time while provided with frequent feedback.…”

Section: Research On Improving Student Learningmentioning

confidence: 99%

Fostering Innovative Skills Within the Classroom: A Qualitative Analysis from Interviews with 60 Innovators

Atkins

Martinez-Moreno

Patil

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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“…However, traditional engineering curriculum and coursework lacks important student learning opportunities, such as; the reason why these concepts or mathematics are important, what is their real-world relevance and how this will impact the students' future career in engineering. An alternative to the traditional teaching method is inductive learning, which is a student-centered approach that encompasses many pedagogical methods including; Active and Collaborative Learning (ACL), Problem Based Learning (PBL) and others (Smith et al, 2005;Smith et al, 2009). These techniques begin with a real world problem or observation that is introduced to the students.…”

Section: Motivation To Include "Entrepreneurial Minded Learning" In Tmentioning

confidence: 99%

Fostering the Entrepreneurial Mindset Through the Development of Multidisciplinary Learning Modules Based on the "Quantified Self" Social Movement

Meyer

Nasir

2015 ASEE Annual Conference and Exposition Proceedings

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Dr. Meyer directs the Experimental Biomechanics Laboratory (EBL) at LTU with the goal to advance experimental biomechanics understanding. Dr. Meyer teaches Introduction to Biomechanics, Tissue Mechanics, Engineering Applications in Orthopedics and Cellular and Molecular Mechanobiology. He has been an active member of the engineering faculty committee that has redesigned the Foundations of Engineering Design Projects course that is required for all freshman in the College of Engineering at LTU. This committee is currently designing a new sophomore-level Engineering Entrepreneurship Studio that will also be required for all students as a continuation of the "Foundations studio". He has published 33 peer-reviewed journal and conference proceeding articles. At LTU, Meyer offers a number of outreach programs for high school students and advises many projects for undergraduate students. Fostering the entrepreneurial mindset through the development of multidisciplinary learning modules based on the "Quantified Self" social movement AbstractTraditional engineering curriculum and coursework lacks entrepreneurial experiences for students. While most entrepreneurship program models utilize curriculum that is delivered in a business school collaboration, more recently engineering colleges have started promoting the idea that Entrepreneurial-Minded Learning (EML) can be formalized within engineering education. Development of an entrepreneurial mindset is difficult while students are actively working on their senior projects, so additional experiential learning during the earlier levels of undergraduate education is needed. In this project, we set out to include EML in courses across engineering programs and at various levels of the 'core' curriculum. EML modules were based on the theme of "Quantified Self" (QS). This is a new, exciting, real-world entrepreneurship opportunity that uses wearable sensor technology to help people understand their personal health and wellness. The goal of this project was to develop teaching resources that used the QS theme to motivate EML in a variety of academic topics.During the first phase of this project QS modules were developed and implemented in four biomedical engineering (BME) courses at the freshman, sophomore, junior and senior levels. Direct and indirect assessment was used to gauge the effectiveness of modules at changing students' perceptions and improving their entrepreneurial capabilities. Then, these resources were shared with faculty from four additional disciplines at three different institutions to develop and implement additional EML modules across a broad range of engineering and science topics. The EML modules were multi-week assignments that were organized following Problem Based Learning (PBL) pedagogical techniques. Each module combined several open-ended tasks that built sequentially following previously completed work and the topics that were covered in class.

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Supportive teaching and learning strategies in STEM education

Abstract: This chapter provides faculty with design principles based on the How People Learn framework, as well as current best practices for designing engaged learning environments in STEM classes in the hope of continuing improvement in STEM education.

Cited by 62 publications

References 9 publications

Middle School Science and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

Middle School Science and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

Fostering Innovative Skills Within the Classroom: A Qualitative Analysis from Interviews with 60 Innovators

Fostering the Entrepreneurial Mindset Through the Development of Multidisciplinary Learning Modules Based on the "Quantified Self" Social Movement

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