The effect of a middle grades STEM initiative on students’ cognitive and non-cognitive outcomes

Adams, Elizabeth L.

doi:10.1016/j.stueduc.2021.100983

Cited by 9 publications

(9 citation statements)

References 37 publications

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“…In an era of rising global challenges, STEM (Science, Technology, Engineering, and Mathematics) education has taken on the crucial mission of nurturing integrated talents [ [1] , [2] , [3] , [4] ]. A gamut of studies had evidenced that STEM education could strengthen students’ skills required in the 21st century, involving problem-solving skills, collaborative abilities, critical thinking, creativity, etc [ [5] , [6] , [7] , [8] ].…”

Section: Introductionmentioning

confidence: 99%

Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

Zhong,

Liu,

2024

Heliyon

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Section: Introductionmentioning

confidence: 99%

Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

Zhong,

Liu,

2024

Heliyon

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“…The state of the art in science education points to an increasing emphasis on STEM (Science, Technology, Engineering, and Mathematics) education, integration of digital tools, and inquiry-based learning approaches (Adams, 2021;Jaipal-Jamani, 2023;So & Guo, 2023). However, there is a research gap in how these global trends are manifesting and evolving within the Indonesian educational context, particularly considering the unique challenges such as varying levels of resource availability and differing regional educational policies.…”

Section: Introductionmentioning

confidence: 99%

The Evolution of Science Education

Nuraeni,

Walahe

2023

JTEST

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In the context of the 21st century, the landscape of science education in Indonesia has undergone significant transformations, driven by technological advancements and evolving pedagogical approaches. This study aims to explore these developments, focusing on the current trends and challenges faced by educators and learners in the field of science education. Employing a mixed-methods approach, the research integrates both quantitative and qualitative data, including surveys of science educators and students, interviews with educational experts, and analysis of educational policy documents. This comprehensive methodology allows for a nuanced understanding of the state of science education in Indonesia, encompassing perspectives from various stakeholders. The findings reveal a paradigm shift towards more interactive and technology-integrated teaching methods, highlighting an increased emphasis on developing critical thinking and problem-solving skills among students. However, challenges such as unequal access to technological resources, varying levels of teacher preparedness for new teaching modalities, and the need for curriculum updates to reflect contemporary scientific advancements are prominent. The study concludes that while there is a positive trend towards more dynamic and engaging science education in Indonesia, addressing these challenges is crucial for ensuring equitable and effective science education for all students in the 21st century. This research provides valuable insights for policymakers, educators, and curriculum developers in enhancing the quality and relevance of science education in Indonesia.

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“…The rapid advancements in technology and the growing complexity of global challenges have highlighted the critical need for robust Science, Technology, Engineering, and Mathematics (STEM) skills in the workforce (Adams, 2021;Jaipal-Jamani, 2023;So & Guo, 2023). Despite this, a significant skills gap persists in higher education, where students often graduate without the necessary competencies required in the modern job market (Doe & Andrews, 2020).…”

Section: Introductionmentioning

confidence: 99%

Bridging the Gap

Munna,

Ilham,

Sandi

2023

JTEST

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In the evolving landscape of education, the need for robust Science, Technology, Engineering, and Mathematics (STEM) skills has become increasingly paramount, particularly in higher education settings. This research aims to address the existing gap in the effectiveness of training methods employed to enhance these crucial skills among students in Indonesia. To achieve this objective, a qualitative research methodology was employed, involving a detailed analysis of various teaching strategies and their impact on student learning outcomes in STEM subjects. The study involved collecting data through in-depth interviews, participant observations, and review of existing literature on effective teaching methods in STEM education. The findings reveal a significant enhancement in students' STEM skills when exposed to interactive and practical learning approaches, as opposed to traditional lecture-based teaching. These methods include hands-on experiments, problem-based learning, and the integration of technology in classroom settings. The research underscores the importance of adapting teaching methods to cater to different learning styles, emphasizing the role of active learning and engagement in fostering deeper understanding and proficiency in STEM subjects. The results of this study are particularly relevant for educators and curriculum designers in higher education, offering insights into the effective strategies that can bridge the gap in STEM skill acquisition, thus preparing students more effectively for the challenges of the modern workforce.

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The effect of a middle grades STEM initiative on students’ cognitive and non-cognitive outcomes

Cited by 9 publications

References 37 publications

Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

The Evolution of Science Education

Bridging the Gap

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