Science, Technology And Mathematics Education Research Articles

Module Development for STEM Education Achievement: A Case Study at the Secondary School Level

STEM Education through the Malaysia Education Blueprint 2013–2025 (PPPM 2013–2025) is an important agenda in the transformation of education to prepare the younger generation for the challenges of the 21st century. Over the years, STEM was carried out, but there are still some issues which contribute towards the failure in achieving a policy percentage set of 60% science and 40% literary studies in secondary schools. The target to increase the number of Science students was not achieved. Therefore, this study was conducted to produce a STEM@IDEAS module as an alternative to increase students’ interest and understanding in solving the synopsis of learning in science, technology and mathematics (STEM). The module STEM@IDEAS focuses in competition design and generating prototype products through a variety of synopsis statements. STEM practices provide students with various trainings such as application of knowledge, skills and assessment to solve synopsis. This study has five (5) STEM practice steps and a total of three (3) modules which will be applied using the STEM elements. Furthermore, the STEM@IDEAS module was tested on several groups of four secondary school students around Pasir Gudang, Johor. A questionnaire was used to evaluate if STEM@IDEAS modules are in line with STEM and its impact on students. This survey uses a Likert scale of 0 to 4 to evaluate starting from 0 (strongly disagree) up to 4 (strongly agree) for each question submitted in each section. The STEM@IDEAS module and the above study are expected to be a source of interest and an alternative way for schools to support the nation’s education policy in strengthening the education development plans towards the nation’s progress.

Enhancing Research Papers into Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education in Africa

Ensuring the growth of effective science education across the African continent is of significant importance to addressing global issues in health, agriculture, economic development and environmental sustainability. There is now a significant number of researchers in science education for African contexts as universities proliferate across Africa and African postgraduate students study across the globe. While the challenges facing science education in Africa are many, an important strategy for supporting quality enhancement in teacher development and curriculum development is the provision of sound research into what works in the resource-restricted educational environments of Africa. The ten papers in this Special Issue address a wide range of range of topics in Mathematics, Science and Technology Education (MSTE) in Africa. Several papers focus on teacher development so that teaching strategies can engage students in meaningful learning. As these studies show, learning activities for students of all ages need to be designed so that they immerse students in interactive, authentic scenarios. There can be no shortcuts. It is time that MSTE world-wide focused on this principle. Let me be quite clear: There is ample research evidence that a factory model of education is inefficient and minimally effective. If we want to use precious resources wisely, educational policy needs to focus on teacher development and curriculum development to produce learning environments where students are enthused by learning and can achieve the knowledge, skills and attitudes that will enable them to contribute to the myriad of problems facing countries in Africa and the entire globe. This requires a genuinely transformational approach to conceptualizing education systems, physical designs for schools, initial teacher education and ongoing teacher development. The world cannot afford to waste resources by perpetuating existing outmoded models for schooling and teacher education. I am grateful to colleagues world-wide who acted as peer reviewers for the Special Issue. This form of collegial service is often insufficiently recognized and yet it is the backbone of a global academic community. I am also deeply appreciative of the work of the editorial team of the EURASIA Journal of Mathematics, Science and Technology Education who have worked with the authors and myself to produce this Special Issue. Finally, my heartfelt thanks to all the authors whose dedication to the refinement of their research has been done willingly and with diligence. This collection is presented in the firm belief that it will be a useful resource for teachers, teacher educators and policy makers, as well as supporting further research on MSTE in Africa and elsewhere.

The relevance of teacher education in sustaining research in mathematics, science and technology education (MSTE) in Zimbabwe

Currently, the Zimbabwean education system is placing re-emphasis on MSTE but with no resounding success due to a number of challenges. Of most concern to this research are teacher education and skilful teaching challenges hindering MSTE sustainability. The research focused on the role that could be played by teacher education in resuscitating and sustaining MSTE. In reality, the efficiency of an MSTE system depends on teacher quality and skilful teaching. Inseparable from quality teaching is the role played by teacher education in producing a reflective MSTE agent. This study took the form of a qualitative research design. Constant comparative analysis method of published documentary sources from libraries and the internet selected through purposive maximum variation sampling were used to gather data. Data collection and analysis took place simultaneously. Data were presented thematically. The study revealed that sustainability of MSTE is hindered by teacher training institutions which have failed to produce versatile MSTE competent teacher. This was coupled with lack of adequate human and material resources, poor teaching methods, and lack of continuous research in pedagogies and application of theory into practice. Recommendations to improve teacher education to become relevant in its production of quality teachers were made.

Designing and Developing a Novel Hybrid Adaptive Learning Path Recommendation System (ALPRS) for Gamification Mathematics Geometry Course

Since recommendation systems possess the advantage of adaptive recommendation, they have gradually been applied to e-learning systems to recommend subsequent learning content for learners. However, problems exist in current learning recommender systems available to students in that they are often general learning content and unable to offer personalized service. To overcome this, in the context of a learning style based on an Interpretive Structural Model (ISM), an adaptive learning path recommendation system is proposed comprising: (a) Fuzzy Delphi Method, (b) Fuzzy ISM and (c) Kelly Repertory Grid Technology. The results show that the learning outcome with ALPRS is better than those from general learning course guided recommendation mechanisms, and the scores of system satisfaction with ALPRS and personal service are higher than 90%. Results of recall (95%), precision (68%), F1 index (45%) and MAE (8%) prove that ALPRS outperforms other approaches. Finally, three contributions are offered in this study:(1) a novel hybrid ALPRS is proposed and its practicability is tested; (2) a prototype gamification geometry-teaching material module is developed for the promotion in MSTE (Mathematics, Science and Technology Education) areas; (3) the adaptive geometry-learning path diagram generated with ISM based on learning styles could offer a basis for further studies.

Groundwater Modeling with MODFLOW as a Web Application.

GroundwaterVolume 53, Issue 6 p. 834-835 Technology Spotlight/ Groundwater Modeling with MODFLOW as a Web Application Yao Hu, Yao Hu Ven Te Chow Hydrosystems Laboratory, Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, Urbana, IL, 61801Search for more papers by this authorAlbert J. Valocchi, Corresponding Author Albert J. ValocchiCorresponding author: Ven Te Chow Hydrosystems Laboratory, Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, Urbana, IL 61801; (217) 333-3176; [email protected]Search for more papers by this authorSamantha A. Lindgren, Samantha A. Lindgren Office for Mathematics, Science, and Technology Education (MSTE), College of Education, University of Illinois at Urbana-Champaign, Urbana, IL, 61820Search for more papers by this authorEvan A. Ramos, Evan A. Ramos Office for Mathematics, Science, and Technology Education (MSTE), College of Education, University of Illinois at Urbana-Champaign, Urbana, IL, 61820Search for more papers by this authorRebecca A. Byrd, Rebecca A. Byrd Office for Mathematics, Science, and Technology Education (MSTE), College of Education, University of Illinois at Urbana-Champaign, Urbana, IL, 61820Search for more papers by this author Yao Hu, Yao Hu Ven Te Chow Hydrosystems Laboratory, Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, Urbana, IL, 61801Search for more papers by this authorAlbert J. Valocchi, Corresponding Author Albert J. ValocchiCorresponding author: Ven Te Chow Hydrosystems Laboratory, Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, Urbana, IL 61801; (217) 333-3176; [email protected]Search for more papers by this authorSamantha A. Lindgren, Samantha A. Lindgren Office for Mathematics, Science, and Technology Education (MSTE), College of Education, University of Illinois at Urbana-Champaign, Urbana, IL, 61820Search for more papers by this authorEvan A. Ramos, Evan A. Ramos Office for Mathematics, Science, and Technology Education (MSTE), College of Education, University of Illinois at Urbana-Champaign, Urbana, IL, 61820Search for more papers by this authorRebecca A. Byrd, Rebecca A. Byrd Office for Mathematics, Science, and Technology Education (MSTE), College of Education, University of Illinois at Urbana-Champaign, Urbana, IL, 61820Search for more papers by this author First published: 10 September 2015 https://doi.org/10.1111/gwat.12372Citations: 3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume53, Issue6November/December 2015Pages 834-835 RelatedInformation

Strategies for Bridgering Gender Gap in Science, Technology and Mathematics (STM) Education for National Development

This paper discusses the importance of Science, Technology and Mathematics (STM) education to national development. The role of women in STM education to national development was discussed. The State of female enrolment in STM in comparism to that of their male counter part was looked into in some Nigerian institutions. It revealed a low enrolment of females to that of males. It went ahead to discuss the barriers to female enrolments in STM education as well as the possible ways of over coming these barriers. Recommendations were made on how to promote females participation in STM and related courses amongs, which is the provision of adequate security in all institutions of learning, especially for the female students, to keep them safe from being kidnapped, abducted or sexually abused by evil men. As this will solve the problem of parents not sending their daughters to school for fear of them being harmed or losing them completely. DOI: 10.5901/jesr.2014.v4n7p61

ACHIEVING THE GOALS OF UNIVERSAL BASIC EDUCATION THROUGH SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION

One of the goals of Universal Basic Education (UBE) is to ensure permanent literacy such that the child becomes a productive member of the society, positively affecting all spheres of human existence. Achieving the goals of UBE programme in Nigeria is anchored on the development of Science, Technology and Mathematics Education (STME). The challenges encountered in the execution of UBE programme are similar to those of educational programmes before it; ranging from poor funding to insufficient personnel and inappropriate curricula. The rationale for the introduction of STME in Nigeria is in tandem with the goals of the United Nations, UNICEF and AU in the attainment of the rights of the child. To ensure the attainment of the rights of the child, governments have established institutions and agencies, while schools and science educators have also keyed in by forming clubs and societies that advance the course of STME. Here, a case is made for an appropriate and unambiguous redesign of the curriculum to capture basic STME components at the foundational level of Nigeria's education.

Improving Science, Technology and Mathematics Students’ Achievement: Imperatives for Teacher Preparation in the Caribbean Colleges and Universities

The concerns of this article are the unacceptable status of Science, Technology and Mathematics (STM) Education in the Caribbean and how to improve the students’ achievement in the subjects involved through the instrumentality of better preparation of teachers by the Colleges and University faculties training teachers in the region. The index for measuring development among nations of the world is the level of scientific and technological advancement because the factors that influence development are based on human ability to explore, invest and utilize the natural endowments available in the nation. In other words, no nation can attain any reasonable level of development without meeting the vital demands of development particularly in the areas of science, technology and mathematics. Therefore, the article begins with the presentation of the importance and the status of STM education using the mirror of science students’ achievement at global level. Moreover, it is established that the Caribbean education also has some challenges to deal with in the areas of science, technology and mathematics education. The tertiary institutions, particularly the colleges training teachers and the universities are then challenged with suggestions of what they can or should do in teacher preparation that may have direct impact on improving the science students’ achievement in the Caribbean. DOI: 10.5901/ajis.2013.v2n1p97

Improving Science, Technology and Mathematics Students’ Achievement: Imperatives for Teacher Preparation in the Caribbean Colleges and Universities

<p style="text-align:justify">The concerns of this article are the unacceptable status of Science, Technology and Mathematics (STM) Education in the Caribbean and how to improve the students’ achievement in the subjects involved through the instrumentality of better preparation of teachers by the Colleges and University faculties training teachers in the region. The index for measuring development among nations of the world is the level of scientific and technological advancement because the factors that influence development are based on human ability to explore, invest and utilize the natural endowments available in the nation. In other words, no nation can attain any reasonable level of development without meeting the vital demands of development particularly in the areas of science, technology and mathematics. Therefore, the article begins with the presentation of the importance and the status of STM education using the mirror of science students’ achievement at global level. Moreover, it is established that the Caribbean education also has some challenges to deal with in the areas of science, technology and mathematics education. The tertiary institutions, particularly the colleges training teachers and the universities are then challenged with suggestions of what they can or should do in teacher preparation that may have direct impact on improving the science students’ achievement in the Caribbean.</p>

The Relevance of Science, Technology and Mathematics Education (STME) in Developing Skills for Self Reliance: The Nigerian Experience

Science, Technology and Mathematics Education (STME) has been proved to be an indispensable factor in the economic development of any country; and for Nigeria, it has a more critical role to play. This paper examines the relevance of science, technology and mathematics education (STME) for national development and self-reliance of Nigerian citizens. A historical overview of the interconnectivity of science, technology and mathematics education (STME) and self reliance is highlighted. The current situation and challenges facing STME in Nigeria are also highlighted to bring out the theoretical relevance of (STME) for self reliance which actually has not been practically realized. The author's recommendations include the call for training and re-training of STME teachers to update their knowledge, and the provision of long vocation/weekend programmes for out of school individuals, among others.

Factors Related to Under Achievement in Science, Technology and Mathematics Education (STME) in Secondary Schools in Rivers State, Nigeria

We report a research into factors related to underachievement in science, technology and mathematics (STM) education in schools in Rivers State, Nigeria. The study investigated 240 Nigerian secondary school students, 100 parents’, 140 STM teachers and 20 government officials from Port Harcourt Metropolis. Five (5) research questions and one hypothesis guided the study. Separate questionnaires were used to collate data from the respondents. Frequencies, percentages, bar chart, mean, standard deviation, variance and analysis of variance were used to answer the research questions and to analysis the result from the hypothesis. The result revealed that most teachers teaching STM related subject are not qualified. They are either higher national diploma (HND) holders or engineers. The result also revealed that students’ have a negative attitude towards STM related subject, parents are too-busy to look into students school work at home and above all there is inadequate funding and a significant difference in the influence of the stakeholders on students’ performance in STM related subjects. Recommendations were made based on these findings.

Challenges of Implementation of e learning in Mathematics, Science and Technology Education (MSTE) in African schools: A Critical Review

This paper discusses the general ICT challenges in education and poses questions, the attempt of whose answers establish the manner in which e-learning technology could be appropriate for understanding and communicating the structures of mathematics and science. Challenges in understanding mathematics and science arise out of the interaction between these two intertwined yet disparate disciplines. While mathematical proof is established deductively and hence conclusive and not amenable to confutation in a logically possible world, scientific truth is established inductively on probable yet utilitarian grounds in the actual world. While challenges in implementation of the understanding of mathematics and science through technology arise from social and infrastructural issues related to ICT in African environment, the difficulty posed by challenges of communicating the principles of understanding the structure of mathematics and science are not yet insurmountable. An attempt to bring into coherence the mathematical and scientific understanding through e-learning instructional paradigm in quasi-philosophic terms is the main subject of this paper.

Science, technology and mathematics education resources in junior secondary schools for the attainment of the millennium development goals

This study investigated the resources allocated to Science, Technology and Mathematics Education (STME) in junior secondary schools in Anambra State between 2003 and 2006. The study, which was based on three research questions and one null hypothesis, adopted the ex-post-facto research design. Twenty-six schools were selected using proportionate stratified sampling from 261 junior secondary schools in Anambra State. A twenty-one item researcher-developed questionnaire titled “Science, Technology and Mathematics Education Resource Allocation Inventory (STMERAI)” was used in collecting data. Mean scores were used in answering the research questions while the Analysis of Variance were used to test the null hypothesis at the 0.05 significance level. The findings of the study indicate that the resources allocated to the STME subjects (integrated science, introductory technology and mathematics) were highly inadequate irrespective of the subject. This implies that, the allocation of experienced teachers, materials, laboratory equipments and books to these subjects needs to be improved, so that inadequate resources do not hinder the provision of high quality education needed for the attainment of the Millennium Development Goals. Key words: Educational resources, science, technology and mathematics education, millennium development goals, quality education, resource allocation, teachers, facilities

Junior High School Pupils' Perceptions of Air

The study examined Junior High School (JHS) pupils' ideas of the concept air. The study compared the ideas that pupils from endowed schools have about air with those of their counterparts from un-endowed schools. The study also sought to find out the misconceptions pupils have about air and the implications these have on teaching and learning of science at the basic level. The instrument used consisted of a test and an interview schedule developed from topics dealing with the concept of air. The test consisted of multiple-choice items and an essay. Four hundred and sixty-four (464) JHS pupils made up of 235 from endowed and 229 from un-endowed schools were randomly sampled for the study. A t-test (for independent samples) performed on the mean performances of the groups established a significant difference between pupils from endowed and un-endowed schools in favour of pupils from endowed schools. The interview revealed that JHS pupils express themselves better orally than in written form when examined. The interview also established the fact that pupils from endowed schools had better understanding of the nature of air than their counterparts. A number of recommendations were made. Teachers should identify pupils' pre-conceptions on topics to be taught and design appropriate strategies to effect conceptual change. Remedial interventions such as the Science, Technology and Mathematics Education (STME) clinics for JHS pupils should be intensified and expanded to improve the performance of these pupils in the sciences. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 53-60

Developing Reserch Skills in Mathematics, Science and Technology Educators in Southern Africa : The Role of a Professhional Organization

An established professional organisation for researchers in mathematics, science and technology education (MSTE) in southern Africa initiated a program, Skills for Development, aimed at developing research skills for novice MSTE researchers in Mozambique, Swaziland and Zambia. Through case studies for each of these countries this paper seeks to identify relationships between aspects in the contexts of implementing MSTE research, and the outcomes and impact of the skills training program. The data suggest that outcomes in terms of an increase in research capacity are limited in poor contexts where potential novice researchers give priority to income generating professional activities. They also suggest that even in better economic contexts, teachers may drop out, but are less likely to do so if they work in groups. In contexts where no research priorities are set by policy makers, the impact of the research seems to depend on the strength of the (informal) relationship between the Ministry of Education and the MSTE research community, and on the way the Ministry perceives its role in supporting research. The data provide examples of impacts the Skills for Development program has had on the school science curriculum, on a further degree training program, on the development of a national professional organisation, and on classroom interactions. Background This paper reports on part of a study of the effectiveness of a Skills For Development (SFD) project aimed at improving the research skills of mathematics, science and technology education (MSTE) researchers in eight countries in southern Africa. The project was structured as part of the skills development program of an existing regional professional organisation, i.e. the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE). This paper specifically presents the experiences during the pilot period of the SFD project (2001-2004) in three countries: Mozambique, Swaziland and Zambia.

Projects: Office for Mathematics, Science, and Technology Education (MSTE), University of Illinois at Urbana-Champaign

“Building models for technology-intensive mathematics and science education reform” is the motto of this University of Illinois project, which was established by the chancellor's office of the university office nearly ten years ago. The many resources that the Office for Mathematics, Science and Technology Education (MSTE) has for teachers of grades K–16, especially for teachers of middle and high school grades, is readily apparent by going to its Web site, www.mste.uiuc.edu. Testimony to the popularity and usefulness of this site is its number of hits: it currently averages approximately 2.5 million hits per month and more than 200,000 user sessions. The vast majority of those users are classroom teachers, mostly in Illinois, but also located across the United States and around the world.

Gender-typing, Performance and Achievement-related Behaviour in Mathematics by Secondary School Students in Lesotho

Gender-related equity and quality in mathematics, science and technology (MST) education is concerned with creating equal opportunity for both sexes to access quality education in these areas. But the level of equity and quality in MST education are both group as well as individual variables. In other words, even if they are made equally available to every learner, there are some individual characteristics and perceptions that tend to limit such access for individual learners. One of such individual variables is the gender-typing of mathematics. That is, through the nature of his or her gender-related perception of mathematics, each student creates a unique psycho-academic environment which influences his or her mathematics-related behaviour. A few studies with other populations have shown that gender-typing has significant influence on several achievement-related behaviour among learners. This exploratory study was designed to determine the influence of gender-typing of mathematics by secondary school students in Lesotho on their achievement-related behaviour and performance in the subject. Survey data from, as well as Junior Certificate (JC) examination results for 716 randomly sampled Form D students in high schools in Lesotho were analysed using chi-square (x 2), and two-way ANOVA statistics. The results showed that there is a significant (p (Review of Southern African Studies: 2000 4 (1): 107-132)

Strategic management of science, technology and mathematics education (STME)

This paper provides a general overview of strategic management of science, technology and mathematics education (STME) in developing countries. It examines pow statements on science, technology and mathematics education (STME) and summarises management processes required for the strategic management of this form of education. The paper concludes with a number of recommendations for improving the quality of this form of education in developing countries.