Towards application of drone- based GeoSTEM education: Teacher educators readiness (attitudes, competencies, and obstacles)

Ahmed, Hanaa Ouda Khadri

doi:10.1007/s10639-021-10475-6

Cited by 7 publications

(3 citation statements)

References 33 publications

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“…This highlights the critical importance of encouraging STEM-oriented careers and developing STEM professionals for the labor market. Meanwhile, as the value of STEM is increasingly recognized globally, significant efforts have been made to promote STEM education (Ahmed, 2021;Jiang et al, 2021a;Mystakidis et al, 2021). A key goal of STEM education is to increase students' interest in STEM careers (Karahan et al, 2021;Luo et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

et al. 2022

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The problem motivating this study is the urgent need to explore the antecedents of STEM career interest and the growing importance of coding in STEM careers, coupled with the unclear relationship between intrinsic coding interest and STEM career interest. To narrow the research gap, this study explores the direct and indirect effects of intrinsic coding interest on STEM career interest. As a quantitative cross-sectional survey research, 669 students from three senior high schools in two large Chinese cities were investigated. Applying a structural equation modeling approach, the research instrument was validated and the research hypotheses were tested. The findings articulate the direct influence of intrinsic coding interest, coding self-efficacy and perceptions of coders on STEM career interest, and detect the mediating roles of coding self-efficacy and perceptions of coders between intrinsic coding interest and STEM career interest. This study affirms a new theoretical model with strong predictive power, accounting for 64% of the variance in STEM career interest. This study contributes theoretically and practically to the limited literature on coding-related antecedents of STEM career interest.

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Section: Introductionmentioning

confidence: 99%

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

et al. 2022

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“…The second are barriers created by the local regulatory rules and risk management concerns [35]. While we do know from work by Bryans-Bongey in the U.S. [36], Ng and Cheng in Hong Kong [37], and Khadri Ahmed in Egypt that targeted drone teacher training can substantively increase the number of schools using drones [38], what is missing from Joyce and colleagues' in-depth assessment seems to be any notion of the high startup financial costs to acquire drones in the first place, the difficulty in finding appropriate flight facilities, and the lack of high-quality curriculum materials to support teaching with drones, as identified earlier by Slater, Biggs, and Sanchez by interviewing U.S. secondary school teachers [39], by Olaniyi, Nurudeen, and Muyideen studying Nigerian school teachers [40], and by Cliffe looking at university programs in the UK [41].…”

Section: Introductionmentioning

confidence: 99%

Identifying Implementation Strategies for Integrating Drones into STEM and Career Technology Education CTE Programs

Slater

2024

Education Sciences

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As drone technology is rapidly becoming accessible to school children in terms of both low cost and ease-of-use, primary and secondary school teachers are beginning to consider where modern drones can play an important role in schooling. To date, there is little empirical education research printed in the education research literature guiding innovative curriculum developers in the incipient domain of drone education. As a result, teachers interested in including emerging technologies in their classrooms are often at a loss of where to begin. Through clinical interviews with schoolteachers in the United States, our study identified five readily accessible “departure points” to include drones in contemporary STEM and vocational technology (CTE) school classrooms that help teachers address common curricular goals. Taken together, these interviews reveal that teachers using drones follow one of several distinct pathways as a first step toward achieving a widespread goal of teaching students to use modern technologies to construct, pursue, and communicate findings of fruitful research inquiries—the prevalence of which is not reflected in a comprehensive review of the literature. The five dominant pathways for starting a successful drone education emerging from the interview data were as follows: timed racing trials; precision flight obstacle courses; computer coding; videography; and domain-specific knowledge of drone operation laws and ethics.

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“…While we do know from work by Bryans-Bongey in the U.S. [36], Ng and Cheng in Hong Kong [37], and Khadri Ahmed in Egypt that targeted drone teacher training can substantively increase the number of schools using drones [38], what is missing from Joyce and colleagues' in-depth assessment seems to be any notion of the high startup financial costs to acquire drones in the first place, difficulty in finding appropriate flight facilities, and the lack of high-quality curriculum materials to support teaching with drones, as identified earlier by Slater, Biggs, and Sanchez by interviewing U.S. secondary school teachers [39], by Olaniyi, Nurudeen, and Muyideen studying Nigerian school teachers [40], and by Cliffe looking at university programs in the UK [41].…”

Section: Introductionmentioning

confidence: 99%

Identifying an Implementation Framework for Integrating Drones into STEM and Career Technology Education CTE Programs

Slater

2023

Preprint

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As drone technology is rapidly becoming accessible to school children in terms of both low cost and ease-of-use, primary and secondary school teachers are beginning to consider where modern drones can play an important role in schooling. To date, there is very little empirical education research printed in the education research literature guiding innovative curriculum developers in the incipient domain of drone education. As a result, teachers interested in including emerging technologies in their classrooms are often at a loss of where to begin. Through clinical interviews with schoolteachers in the United States, our study identified five readily accessible “departure points” to include drones in contemporary STEM &amp; vocational technology (CTE) school classrooms that help teachers address common curricular goals. Taken together, these interviews reveal that teachers using drones follow one of several distinct pathways as a first step toward achieving a widespread goal of teaching students to use modern technologies to construct, pursue, and communicate findings of fruitful research inquiries—the prevalence of which is not reflected in a comprehensive literature review. The five pathways for starting a successful drone education emerging from the interview data as dominant were: timed-racing trials; precision-flight obstacle courses; computer coding; videography; and domain-specific knowledge of drone operations laws and ethics.

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Towards application of drone- based GeoSTEM education: Teacher educators readiness (attitudes, competencies, and obstacles)

Cited by 7 publications

References 33 publications

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities

Identifying Implementation Strategies for Integrating Drones into STEM and Career Technology Education CTE Programs

Identifying an Implementation Framework for Integrating Drones into STEM and Career Technology Education CTE Programs

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