Understanding STEM Education and Supporting Students through Universal Design for Learning

Basham, James D.; Marino, Matthew T.

doi:10.1177/004005991304500401

Cited by 165 publications

(102 citation statements)

References 11 publications

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“…In addition, teachers who will plan and teach STEAM lessons using computer programming in their classes should consider using STEAM application and understand the programming depending on different levels of the learners Basham & Marino, 2013). Future studies will be required to provide more practical results of STEAM learning contents and methods of applications in school.…”

Section: Discussionmentioning

confidence: 99%

Effects of STEAM Lessons Using Scratch Programming Regarding Small Organisms in Elementary Science-Gifted Education

Choi¹,

Hong²

2015

Journal of Korean Elementary Science Education

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Section: Discussionmentioning

confidence: 99%

Effects of STEAM Lessons Using Scratch Programming Regarding Small Organisms in Elementary Science-Gifted Education

Choi¹,

Hong²

2015

Journal of Korean Elementary Science Education

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“…Additionally, SWD often express unique attributes that are particularly beneficial to STEM careers (Basham & Marino, 2013). White and Mitchell (2013) pointed out these include: 1.…”

Section: Where Do We Go From Here?mentioning

confidence: 99%

“…Even with the clear need for more diverse STEM workers, only 5% of students with disabilities (SWD) enter the STEM workforce (Leddy, 2010). One reason SWD do not enter the STEM workforce is because they struggle in science (Basham & Marino, 2013). Students with disabilities (SWD) have historically and consistently struggled in science (National Center for Education Statistics, 2011).…”

Section: Correlation Between Extracurricular Stem Activities and Studmentioning

confidence: 99%

Untitled

2017

stem

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Full version of volume 1 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference.This complete issue is available in Proceedings of the Interdisciplinary STEM Teaching and Learning Conference:https://digitalcommons.georgiasouthern.edu/stem_proceedings/vol1/iss1/1Editor's NoteIt was with great pleasure that I was able to organize and put together the inaugural volume of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference. The opportunity to read the different studies and converse with authors from all over the region was rewarding and makes me proud of the good work being done in interdisciplinary STEM education.The first volume of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conference includes topics from special education, curricular integration, using primary resources, methods for using new technologies, and cellular testing. I was truly impressed with the scope of the work presented at the conference and articulated in these papers.I want to acknowledge the Institute for Interdisciplinary STEM at Georgia Southern University and our fellows and affiliates who graciously and quickly assisted with the review process. Thank you to Lisa Stueve for leading this year's conference and Marsha Pate, Kania Greer, and Robert Mayes for all their support along the way. (National Science Foundation, 2015). The underrepresentation is a problem because the nation's competitiveness depends on diverse individuals with STEM knowledge, skills, and abilities to drive innovation that will need to new products and economic growth (Businesshigher Education Forum/A Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2016). The author discusses the importance of engaging students with disabilities in informal Science, Technology, Engineering, and Mathematics activities.Keywords: extracurricular, clubs, STEM, disabilities, social skills, soft skills, informal, self-efficacy, self-determination The Importance of Extracurricular Activities for Students with DisabilitiesAll students, including students with disabilities (SWD) who participated in after-school programs that offer a variety of experiences develop skills and self-confidence (Kleinert, Miracle and Sheppard-Jones, 2007). These social and emotional skills are difficult to achieve in the typical classroom setting (Snellman, Silva, Frederick & Putnam, 2015). Kleinert and colleagues (2007) pointed out the Individuals with Disabilities Education Act (IDEA) requires schools to provide access to extracurricular activities and recommended participation in after-school programs is included in students' Individual Education Programs (IEPs). After-school clubs can integrate needed work place (soft skills, i.e. collaboration) and social skills interventions with students who share similar interests in a natural, informal, learning environment. Students with disabilities develop social competence by experiencing friendships and gaining valuable...

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“…In this study, we (the researchers) used STEM as an acronym for science, technology, engineering and mathematics contrasting with STEM education as the process of receiving or giving methodical instruction in the STEM disciplines. Basham and Marino (2013) described STEM education as a representation of educative efforts that exploit -a symbiotic relationship among the four interwoven fields. ‖ (p. 9).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction using Robotics in the Middle School Science Classroom

Ntemngwa

Oliver²

2018

International Journal of Education in Mathematics, Science and Technology

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The research study reported here was conducted to investigate the implementation of integrated STEM lessons within courses that have a single subject science focus. The purpose also included development of a pedagogical theory. This technology-based teaching was conceptualized by school administrators and teachers in order to provide middle school science students with a formal classroom instructional session in which science curricular were modified to include an integrated STEM activity. To this end, the authors examined and generated an account of the implementation processes including: the nature of the instruction, type of scaffolds, challenges teachers faced, the interaction among teachers, and students and teachers' perceptions of the integrated STEM instruction. Qualitative data were collected from interviews and classroom observations and then analyzed using grounded theory methods, specifically the constant comparative method. The results of study showed that teachers required support in the form of an expert technology teacher in order to accomplish a successful classroom implementation of integrated STEM with robotics. Additionally, it was found that teachers did not revise their existing science curriculum but rather selected integrated STEM activities that fit into the overall science course objectives and goals.

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Understanding STEM Education and Supporting Students through Universal Design for Learning

Cited by 165 publications

References 11 publications

Effects of STEAM Lessons Using Scratch Programming Regarding Small Organisms in Elementary Science-Gifted Education

Effects of STEAM Lessons Using Scratch Programming Regarding Small Organisms in Elementary Science-Gifted Education

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The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction using Robotics in the Middle School Science Classroom

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