Conception Of STEM Education Research Articles

Design and Application of “STEM+” 6E Teaching Mode in Information Technology Teaching

The concept of “STEM+” integrates art, humanistic literacy, and social values in the traditional STEM education concept, advocates cross-disciplinary integration, and aims to cultivate compound talents equipped to tackle future challenges. In 2022, the Ministry of Education issued the “Compulsory Education Information Technology Curriculum (2022 Edition),” emphasizing the core literacy of information science and technology and the integration of interdisciplinary disciplines, and encouraging the teaching mode suitable for discipline characteristics. The 6E teaching mode is a student-centered teaching strategy characterized by active exploration and cross-disciplinary integration. This article innovatively designed the “STEM+” 6E teaching mode, which is applied to junior high school information technology teaching, which can better achieve core literacy teaching goals.

Research on Project-Based Teaching Mode of Nursing Profession Based on STEM Education Concept

Research on Project-Based Teaching Mode of Nursing Profession Based on STEM Education Concept

A Survey and Study on Interdisciplinary Learning Attitudes of Primary School Students under the STEM Education Concept

This study draws on the Interdisciplinary Learning Attitudes Scale developed by Eric Wiebe's team, which includes math, science, engineering and 21st Century skills. Based on 714 primary school students from grade 4 to Grade 6, the research results show that students who have had interdisciplinary learning experience are more interested in interdisciplinary learning, and the overall attitude of primary school students toward interdisciplinary learning tends to be positive. The study also found that elementary school students were less likely to pursue STEM-related careers in the future, while boys were more likely to pursue STEM careers than girls were. At the same time, there is no significant difference in the overall interdisciplinary learning attitude of primary school students in gender, but there is a significant difference in the learning attitude of mathematics and engineering technology. In terms of overall interdisciplinary learning attitude, the interdisciplinary learning attitude of the third grade is more positive than that of the sixth grade.

The Practice and Research of Junior High School Information Technology Project-Based Learning Based on STEM Education Concept

With the continuous development of education informatization, STEM education has become the global trend of education. Project-based learning is widely discussed and applied as a learning method suitable for combination with STEM education concept. Currently, the problem of "how to teach" in STEM education is widely focused on two typical teaching methods, namely problem-based learning and project-based learning. Project-based learning is also learner-centered and tends to comprehensively apply multidisciplinary knowledge, which attracts more attention. Based on the analysis of the impact of combining applied subjects and STEM education with project-based learning on students and other aspects, this paper proposes the connotation of middle school information technology project-based learning under STEM education concept and how to practice the application of project-based learning in junior high school information technology classrooms under STEM education concept in order to promote the further development of STEM education.

Current Situation and Analysis of STEM Education Competencies of Education Majors

In recent years, STEM education has become a common concern in international education reform and research as a method of teaching that requires teachers to help students integrate science, technology, engineering and mathematics into real-world problem-solving. STEM teaching has gradually entered primary and secondary education classrooms. However, the STEM education capacity of primary and secondary schools is currently weak, the teachers are inadequate, and the STEM education capacity of teachers directly affects the learning outcomes of students. This study used a questionnaire to investigate the current STEM education competencies of education majors. As far as the results are concerned, they reflect that the STEM education concept is widely recognised, and the current status of education majors’ overall STEM education competency is at an intermediate level. Therefore, this study expects the future instructional design to emphasise disciplinary integration, pay attention to the gender ratio of the education profession, and use technology tools to assist STEM teaching.

Exploration of New Ways to Cultivate Cross-Border E-commerce Innovative Talents Based on Stem Education Concept

Exploration of New Ways to Cultivate Cross-Border E-commerce Innovative Talents Based on Stem Education Concept

Research on the Teaching Construction of Cultivating Cross-Border E-Commerce Students' Innovative Ability Based on STEM Education Concept

Research on the Teaching Construction of Cultivating Cross-Border E-Commerce Students' Innovative Ability Based on STEM Education Concept

STEM Education in China: A Five Years Review Report

Recently, with the rapid development of STEM education, a large number of related studies have emerged. To understand the latest research status and trend of STEM education, the author used the literature analysis method to sort out and analyze the high-quality STEM education articles in recent five years, and the results show that: Domestic STEM education studies mainly focus on the following four aspects: STEM education concept, STEM education development path, STEM education design, and empirical research on STEM education, research on STEM education has gradually shifted from conceptual research to practical research, such as paying attention to STEM teachers’ development, curriculum design, teaching model construction, etc. The advantage of previous research is that scholars have constructed many models to promote the development of STEM education practice, which provides support for promoting the localization of STEM education in China, but the development path of STEM education proposed by predecessors lacks top-down specific practices, there is less research on STEM textbook development and evaluation model, the scope of STEM education empirical research is narrow, and the research perspective is not broad enough. The review and analysis of STEM education in the past five years, helps readers and researchers to understand the current situation and frontier development direction of STEM education, identify the hot spots and reform trends of STEM education research, and promote further development of STEM education. Draw some enlightenment from it: future research needs to further promote practices, give specific development paths and top-down reform strategies based on existing research; increase empirical research on STEM education, provide a basis for educators to carry out STEM education practice, and promote sustainable development of STEM education.

PLS-SEM Model of Integrated Stem Education Concept and Network Teaching Model of Architectural Engineering Course

In order to cultivate talents more effectively in construction engineering and cultivate students’ critical thinking, creative thinking, high-level thinking, as well as students’ perseverance, learning ability, global competence, and responsibility, combined with the integrated stem education concept, this paper makes an in-depth study on the online teaching model of construction engineering course in PLS-SEM mode. This paper mainly discusses how to apply stem education concept in architectural engineering teaching through literature analysis and the design of architectural engineering teaching cases. Take the integrated stem education concept as the guiding ideology, design research as the methodological guidance, and learn from the research model of design research in the field of curriculum and teaching “formative research.” After the prototype of the teaching mode is put forward, with three rounds of iterative implementation and revision, a feasible and effective mathematics teaching mode in Engineering Higher Vocational Colleges under the concept of stem education (hereinafter referred to as “stem-HVE teaching mode”) is finally obtained. It provides a new way for engineering teaching and opens a new chapter of integrated stem education in the field of engineering teaching.

Practice on Blended Teaching under STEM Education Concept and Case Teaching: The “Applied Chemistry Experiment” Case

Practice on Blended Teaching under STEM Education Concept and Case Teaching: The “Applied Chemistry Experiment” Case

Vietnamese pre-service teachers and in-service teachers’ conception of STEM Education

Recently, STEM education has emphasized in many countries including Vietnam because of its’ benefits. To prepare for effective STEM education instruction, the role of education universities in training pre-service teachers is concerned. To support training of STEM teaching instruction in classrooms for pre-service teachers, it is necessary to know their conceptualization of STEM conception and differences of their views with in-service teachers’ conceptions so that pre-service teachers work more effectively in their internship and near future in schools. However, little has been reported on how pre-service teachers are conceptualizing STEM education, and differences between pre-service teachers and in-service teachers’ STEM education conception who have more experiences in real classrooms in Mekong, Delta, Vietnam. In this study, to explore their STEM conception, an open-ended survey collecting both textual and visual responses was given to 100 in-service teachers from 10 schools in Can Tho city and 185 pre-service teachers of the Physics teacher education program, Can Tho University, Vietnam. The findings showed that both in-service teachers and pre-service teachers keep various ideas about STEM conception. They have both similarities and differences in conceptualization.

The development of training course to promote learning activities skill based on the STEM Education concept for elementary school teachers

The objectives of this research are 1) to develop the training course to promote learning activities skill based on the STEM education concept for elementary school teacher 2) to evaluation of training course effectiveness from teacher’s understanding about learning activities with STEM education and teacher’s skill on learning activity management with STEM education, including of student’s skill on scientific process skills and the ability to use technology. The research method consisted of 4 steps. The step 1 was the developing framework of problems and needs in training course on learning activities with STEM education. Step 2 was the development of the draft training course and quality evaluation of training course. Step 3 was the evaluation of training course effectiveness. Step 4 was the training course improvement and development. The results of the research are as follows: the training course to promote learning activities skill based on the STEM education concept for elementary school teacher consisted of 1) principles 2) objectives 3) learning content 4) the 6 steps training activities were planning, acting, exchange of learning, idea reflection, evaluation and data feedback 5) required materials 6) training assessment. The training course effectiveness was found that the training course had an effectiveness on 1) the teacher’s understanding about learning activities with STEM education after passed the training course was higher than before attend training 2) a teacher’s skill on learning activity management with STEM education was at a high level 3) the students had skills on scientific process higher than defined criteria and 4) the students had a good ability to use technology.

Мотиваційна складова і сучасні тенденції забезпечення якості математично-природничої освіти школярів – майбутніх абітурієнтів технічних закладів вищої освіти

The content of the "education quality" concept was considered in the article. The problems of mathematical and natural education of pupils of secondary schools and students of the higher education institutions were analyzed. It has been found that their level of training in mathematical and natural subjects (disciplines) remains too low for successful studying in the higher education institutions and this significantly inhibits the process of acquiring the necessary competences. In order to improve the mathematical and natural preparation of pupils and students, taking into account the development of the STEM education concept in the country, it was proposed to enhance the motivational component of education by introducing advanced educational technologies, in particular, project learning, "creating a situation of success", forming the creative personality of the pupil or student, etc. In our opinion, by increasing the motivation and interest in learning, this will help to intensify and increase the efficiency of the educational process, to develop creative cooperation between the student and the teacher, to increase the creative component of the educational process. The main results of the experimental research work on the implementation of the model of "Conflict-free education" conducted at the Polytechnic Lyceum of the National Technical University of Ukraine "Kyiv Polytechnic Institute" were presented. It was found that implementation of the system of level education and level-stage assessment of students' educational achievements optimizes the process of mastering, consolidation and deepening of students' knowledge, contributes to improving the quality of mathematical-natural education, the motivation of students' learning, their creativity and research competence. The 12-point Student Achievement Assessment Scale developed at the Polytechnic Lyceum back in 1991 (it was taken as a basis by Ministry of Education and Science of Ukraine in 2000), has some differences, making the number of conflicts (misunderstandings) between students & parents and teachers quite low. The presented model is effective for lessons of different types and in classes with different learning profiles.

Science, Technology, Engineering, and Mathematics Integration: Science Teachers’ Perceptions and Beliefs

The purpose of this study was to determine the science teachers’ perceptions of and beliefs about integrated science, technology, engineering, and mathematics (STEM) education in the science curriculum. A case study research method was used to determine teachers’ perceptions and beliefs of integrated STEM education in the science curriculum. The research was conducted with the participation of ten science teachers who worked in secondary schools located in different regions of Turkey. In this study, semi-structured interviews were conducted for data collection. The data obtained from the study were analyzed using content analysis. During the content analysis process, open and axial coding steps that are based on grounded coding were followed. According to the findings, teachers’ perceptions of STEM education knowledge were examined under three categories: STEM education concept knowledge, curriculum knowledge, and STEM education implementation knowledge. In the study, it was determined that most of the teachers considered themselves inadequately prepared for integrated STEM education in the science curriculum. When teachers’ beliefs regarding the problems that might be encountered during an integrated STEM education process were examined, it was found that the emphasis was especially on teacher-based problems. Furthermore, teachers believed that integrated STEM education would have positive effects on teachers, students, and science education.

Cloud calculations within the optional course Optimization Problems for 10th-11th graders

The article deals with the problem of introducing cloud calculations into 10th–11th graders’ training to solve optimization problems in the context of the STEM-education concept. After analyzing existing programmes of optional courses on optimization problems, the programme of the optional course Optimization Problems has been developed and substantiated implying solution of problems by the cloud environment CoCalc. It is a routine calculating operation and not a mathematical model that is accentuated in the programme. It allows considering more problems which are close to reality without adapting the material while training 10th–11th graders. Besides, the mathematical apparatus of the course which is partially known to students as the knowledge acquired from such mathematics sections as the theory of probability, mathematical statistics, mathematical analysis and linear algebra is enough to master the suggested course. The developed course deals with a whole class of problems of conventional optimization which vary greatly. They can be associated with designing devices and technological processes, distributing limited resources and planning business functioning as well as with everyday problems of people. Devices, processes and situations to which a model of optimization problem is applied are called optimization problems. Optimization methods enable optimal solutions for mathematical models. The developed course is noted for building mathematical models and defining a method to be applied to finding an efficient solution.

Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education

ABSTRACTAs more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community.

Cloud calculations within the optional course Optimization Problems for 10th-11th graders

The article deals with the problem of introducing cloud calculations into 10th-11th graders’ training to solve optimization problems in the context of the STEM-education concept. After analyzing existing programmes of optional courses on optimization problems, the programme of the optional course Optimization Problems has been developed and substantiated implying solution of problems by the cloud environment CoCalc. It is a routine calculating operation and not a mathematical model that is accentuated in the programme. It allows considering more problems which are close to reality without adapting the material while training 10th-11th graders. Besides, the mathematical apparatus of the course which is partially known to students as the knowledge acquired from such mathematics sections as the theory of probability, mathematical statistics, mathematical analysis and linear algebra is enough to master the suggested course. The developed course deals with a whole class of problems of conventional optimization which vary greatly. They can be associated with designing devices and technological processes, distributing limited resources and planning business functioning as well as with everyday problems of people. Devices, processes and situations to which a model of optimization problem is applied are called optimization problems. Optimization methods enable optimal solutions for mathematical models. The developed course is noted for building mathematical models and defining a method to be applied to finding an efficient solution.

“We do STEM”: Unsettled conceptions of STEM education in middle school S.T.E.M. classrooms

AbstractSTEM education has received attention both as a reform pedagogy and as a public means for economic growth and national security. Yet, despite this attention, clarity about what “counts” as STEM and how the individual disciplines relate to an integrated approach remains ambiguous. This article elicits the conceptions about what constitutes STEM education from middle grade teachers across the United States who teach a STEM discipline. Based on coded interviews and drawn conceptual models, participating teachers were more likely to describe essential aspects of integrated STEM found in the literature, but when asked to draw their conception of STEM education in their context, they often represented less ambitious conceptions. Furthermore, nontraditional subjects like engineering and technology were sometimes represented in subordinate ways to traditional subjects like science and mathematics. These findings have implications for preparing teachers to engage students in integrated STEM learning experiences as well as policy implications for what requirements must be in place to fund new STEM learning opportunities.

Investigating Preservice STEM Teacher Conceptions of STEM Education

Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature.

STEM教育の考えに基づいた教育教材の開発

STEM教育の考えに基づいた教育教材の開発