School STEM Research Articles

Biology teachers and high school students perceptions about STEM learning

STEM Learning is developed to prepare students into a scientific and technologically advanced society. Teachers should begin to be sensitive to taking a role in STEM learning. The success of STEM implementation can be seen from 3 criteria, namely STEM outcomes students, school type, and how or instruction in implementing STEM. Research that has been done more focused on STEM outcomes students. It is necessary to examine how students and teachers interest in STEM. This study describes teacher and student perceptions of STEM. This research uses descriptive method involving 47 high school students and one high school biology teacher. Data were obtained based on student and teacher response to questionnaire about STEM. Results showed that average 71% of students showed positive perceptions of STEM viewed from 68% of interest, 63% of difficulty, 71% of ability, 75% of readiness, 69% of influence, 73% of career and 77% of STEM benefits. On average 82% of teachers showed a positive perception of STEM viewed from 71% of interest, 82% of ability, 83% of influence, 86% of benefit, and 86% of career. Students and teachers consider STEM essential for future career development, so feel interested and challenged to learn it.

The aesthetics display, program and learning features: A validation toward STEM based e-module for learning integrated science

The purpose of this study was to develop STEM Based e-module that is a learning software for improving secondary school students interest in STEM field. Four questions are addressed to unpack the feasibility of e-module that is used for integrated science teaching. The questions are 1) How is the aesthetic display of STEM Based e-module 2) How is the program of e-module 3) How are the learning features presented in e module 4) How are STEM aspects performed in e-module. Data were obtained by exploring the view of three experts in STEM education fields. Instrument used was a rubric consisting 29 questions and open questions about e-module strength and weakness as well as the experts recommendation. The study reveals that the aesthetics display, program, learning features and STEM aspects of e-module were categorized into excellent, fair, excellent and excellent respectively. STEM aspects presented in e-module are appropriate for secondary school STEM based teaching. This finding showed that feasibility of e-module implementation in secondary school setting is highly recommended. Nevertheless, an experimental study is necessary to validate the e-module quantitatively.

Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation

Educational attainment is one lever that can increase opportunity for economically disadvantaged families-especially in Science, Technology, Engineering, and Math (STEM). Unfortunately, students from lower-income backgrounds often perform poorly and fail high school STEM courses, which are a necessary step in pursuing fast-growing and lucrative STEM careers, graduating high school, and matriculating to college. We reasoned that, because high school STEM courses often use high-stakes tests to gauge performance, and such tests can be especially stressful for lower-income students, interventions that help students regulate their negative emotions during tests should reduce the achievement gap between higher- and lower-income students. In a large-scale (n = 1,175) field experiment conducted in ninth grade science classrooms, students were asked to complete a control exercise, or they were given the opportunity to complete an exercise to help them regulate their worries and reinterpret their anxious arousal before their tests. We found significant benefits of emotion regulation activities for lower-income students in terms of their science examination scores, science course passing rate, and students' attitudes toward examination stress, suggesting that students' emotions are one factor that impacts performance. For example, 39% of lower-income students failed the course in the control group compared with only 18% of students failing the course if they participated in the emotion regulation interventions-a reduction in course failure rate by half. Our work underscores the crucial importance of targeting students' emotions during impactful points in their academic trajectories for improving STEM preparedness and enhancing overall academic success.

Receiver Operating Characteristic (ROC) Area Under the Curve (AUC): A Diagnostic Measure for Evaluating the Accuracy of Predictors of Education Outcomes

Early Warning Systems (EWS) and Early Warning Indictors (EWI) have recently emerged as an attractive domain for states and school districts interested in predicting student outcomes using data that schools already collect with the intention to better time and tailor interventions. However, current diagnostic measures used across the domain do not consider the dual issues of sensitivity and specificity of predictors, key components for considering accuracy. We apply signal detection theory using Receiver Operating Characteristic (ROC) Area Under the Curve (AUC) analysis adapted from the engineering and medical domains, and using the pROC package in R. Using nationally generalizable data from the Education Longitudinal Study of 2002 (ELS:2002) we provide examples of applying ROC accuracy analysis to a variety of predictors of student outcomes, such as dropping out of high school, college enrollment, and postsecondary STEM degrees and careers.

Introducing Feedback Control to Middle and High School STEM Students, Part 2: Control System Math

Abstract This paper presents some insights on introducing control concepts to middle and high school STEM students. It summarizes the author’s experience in introducing control to such students at multiple workshops preceding control conferences. In Part 1 (Abramovitch (2019)), we share here the ideas behind the success of these talks. In Part 2 (this paper), we show how to discuss control systems math to students who have not had calculus or differential equations.

Introducing Feedback Control to Middle and High School STEM Students, Part 1: Basic Concepts

Abstract This paper presents some insights on introducing control concepts to middle and high school STEM students. It summarizes the author’s experience in introducing control to such students at multiple workshops preceding control conferences. The author has found that if one understands and works with the most common skill sets for such students, principles of feedback and feedforward control can be introduced to such students with considerable success. The students are always engaged through the talk, with nobody looking at their phones. In Part 1 (this paper), we share here the ideas behind the success of these talks. In Part 2 (Abramovitch (2019)), we show how to discuss control systems math to students who have not had calculus or differential equations.

Curriculum and Instruction at Exemplar Inclusive STEM High Schools

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

Implementation and evaluation of a biotechnology research experience for African-American high school students

Exposure to science content and development of excitement for scientific inquiry throughout the high school years are imperative in attracting students into the sciences. The purpose of this article is to report lessons learned and share best practices from the implementation and evaluation of a high school STEM program that aims to provide an authentic research experience for African-American students and expose them to the possibility and benefits of attaining advanced degrees and careers in STEM fields. Participants reported that enriching science experiences improved their college readiness and exposed them to STEM degree and career options. Formative evaluation results lead to the following lessons learned for best practice: 1) Relationships with high schools will facilitate buy-in; 2) Setting clear expectations and assigning responsibilities is essential; 3) Diversity and cultural sensitivity training is necessary; and 4) Programs of this nature need strong evaluation.

Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School

To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus. Propensity score weighting was used to ensure that students in the comparison school sample were very similar to those in the inclusive STEM school sample in terms of demographic characteristics and Grade 8 achievement. Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation. For students who entered two-year colleges, on the other hand, attending an inclusive STEM high school was not associated with entry into STEM majors.

Developing identities of STEM teachers at emerging STEM schools

BackgroundWith the expansion of science, technology, engineering, and mathematics (STEM) schools all over the United States and the world, new roles for teachers are being created, and with these roles, identities are evolving. However, these roles and identities remain an ill-defined area in STEM. The purpose of this paper was to explore the developing STEM teachers’ identities in emerging STEM schools, answering two research questions: (1) How do teachers define their roles as STEM teachers within a STEM school? (2) What do teachers identify as being important characteristics of STEM teachers? A multiple case study design was used to explore the research questions within a bounded context of two emerging STEM schools. Data for this study were drawn from semi-structured interviews conducted with eight teachers from two developing STEM schools within a large urban district in the Midwestern United States. Teams of teachers at each of the schools worked throughout the year to develop and implement their vision for STEM.ResultsUsing an inductive data analysis process, three major themes that characterized a STEM teacher identity emerged. These were the unique nature of STEM teachers’ identity; professional characteristics of STEM; and personal characteristics of STEM teachers. Collaboration, flexibility, awareness of students’ needs, and advocates of equity and inclusion were identified as pivotal characteristics of STEM teachers.ConclusionThis study concluded that STEM teachers’ identity can be viewed as a dynamic, evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the STEM endeavor in their schools. An alignment between teachers' personal philosophy and STEM understanding is essential for the success in teaching in STEM schools.

Standin’ tall: criminalization and acts of resistance among elementary school boys of color

ABSTRACTUnjust racial disparities persist in the United States criminal justice system fueled by a school to prison pipeline which, through criminalizing processes, disproportionately and unjustly targets boys of color in our schools. This criminalization and the ways in which boys of color resist, remains largely under-researched on the elementary school level. This study utilizes data from multiple qualitative sources collected from three elementary school STEM programs during a year and a half time period to examine acts of resistance in which boys of color engaged, and ways in which educators and school staff responded. Findings indicate that criminalization and resistance were normaland ordinary parts of the daily experiences of boys of color; and the acts of resistance themselves were regularly hyper-criminalized, creating cycles of escalation. These findings support a counternarrative that boys of color engage in resistance as a normal and healthy response to oppressive measures.

The Rise of the Useless: the Case for Talent Diversity

This paper is a caution to the overemphasis on STEM in schools. Human talents and interests are extremely diverse for all sorts of reasons (nature via nurture). However, not all talents and skills have equal utility value in all societies. Thus, societies tend to suppress some and support others (via education or social policies). STEM represents the U.S. policy to support a narrow set of skills and talents/interests and suppress non-STEM skills. As the human society enters a different time, we have witnessed the rising value of other talents/skills. This paper brings evidence to show how traditionally undervalued talents/interests (arts, music, entertainment, global competency—translators/interpreters, interpersonal/intrapersonal, etc.) have gained value as human beings acquire more disposal income and leisure time to be able to consume psychological and spiritual products. The paper also discusses the potential danger of an excessive focus on STEM in education.

Implementation of a Biomedical Engineering Research Experience for African-American High School Students at a Tier One Research University.

Enriching science experiences and competencies for underrepresented students during high school years is crucial to increasing their entry into the science pipeline and to improving their preparedness for success in college and STEM careers. The purpose of this paper is to describe the implementation of project ENGAGES, a high school STEM year-long research program for African–American students, mentored by graduate students and postdoctoral researchers at Georgia Tech. It aims to provide an authentic research experience and expose student to the possibility and benefits of attaining an advanced degree and careers in STEM fields. Initial program outcomes include student reported satisfaction with research experience, improved technical skill development, and increased curiosity and interest in STEM careers. Additionally, students indicated increases in college readiness, research skill development, and exposure to STEM careers as a result of interactions with faculty advisors and graduate student mentors, along with laboratory assignments. Lessons learned and potential pitfalls and barriers to acceptance are also discussed.

Linking STEM, Oceans Education, and Career Education in Junior High Schools

Encouraging early development of career maturity has a wide variety of benefits for both students and society (Berger et al., 2007; Council of Canadian Academies, 2015; Hedlund, 1993; Hektner 1995; Welde et al., 2016). This large study of students in grades 6–9 in Nova Scotia showed that such programs are currently needed, especially regarding ocean science and marine career opportunities in all employment sectors. Participants demonstrated a need for general career education, and a specific lack of knowledge about careers in the marine and ocean industry. Students were more aware of careers in the skilled trades, but required further information to make informed choices about this employment sector. Major influences on students’ career intentions and perceptions included their friends, online information sources, and their parents and family members. Many students indicated their desire to leave Nova Scotia after high school. However, this was not due to the public perception that there is a lack of good jobs available locally, but rather because of their desire to explore other provinces and countries. We conclude by discussing various reasons why improving career education in junior high schools in Nova Scotia would be time well spent.

Social Media Based STEM Enrichment Curriculum Positively Impacts Rural Adolescent Health Measures.

Some STEM outreach programs connect students to real-world problems and challenge them to work towards solutions. Research shows one-third of children between ages 5-17 in the U.S. are overweight. Socioeconomic status, race, and parental educational attainment all influence this issue as well as living in a rural or urban area. A rural high school STEM outreach program used a social media curriculum focused on healthy lifestyles and measured impact on the health of adolescents from these backgrounds. Health screenings and college mentors were provided to 134 adolescents from 26 counties in WV. The social media intervention lasted seven months with participants using near-peer and mentor support to achieve personal health goals set at the initial health screening. The results of pre- and post-intervention health screenings were compared for any changes in health measures by student goal and participation. BMI decreased significantly in the group of participants who selected a weight loss goal, while those choosing to improve their nutrition significantly increased healthy cholesterol levels. A positive impact was seen on adolescent health outcomes through linking a high school STEM outreach program with a higher education institution to deliver STEM enrichment curriculum through social media.

An analysis of Australian STEM education strategies

In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

The effects of elementary school STEM intervention program on students' attitudes and interests: The application of Propensity Score Matching technique

The effects of elementary school STEM intervention program on students' attitudes and interests: The application of Propensity Score Matching technique

Impacts of Learning Standards and Testing on Gifted Learners in STEM Schools: A Multilevel Analytic Induction

This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students.

Exploring how Digital Technologies Can Support Co-Construction of Equitable Curricular Resources in STEM

The recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts to real-world engineering design challenges (EDCs) for students (Next Generation Science Standards, 2013). We argue that engineering practices are more equitable when they are relatable to students and rooted in local experiences and social justice connections. There is promise in connecting middle school STEM teachers with minoritized engineers to achieve this goal. Digital technologies accessed through tablets can support teachers and engineers to form a community of practice (CoP; Lave & Wenger, 1991) and to collaborate, research, illustrate, and implement plans for equitable EDCs. We use a case study analysis to describe how two middle school STEM teachers and collaborating engineers use digital technologies within a blended community of practice to plan equitable EDCs using online collaboration and presentation tools. Teachers Kevin and Tania visually map their process of planning an EDC with professional engineers, creating connections between their middle school students, social justice issues, their own experiences, and content standards to create an EDC in which students were invested and motivated to devise solutions. The cases highlight how teachers adapted digital technologies to their needs to facilitate the co-construction of lesson plans with engineers.

Working Together: Preparing the Next Generation of Highly Qualified Middle-School STEM Teachers

ABSTRACTIn response to the demand to produce highly qualified teachers to fill teacher vacancies in high-need middle school areas while simultaneously strengthening the teacher preparation process, this article highlights how an innovative partnership with a very large school district and multiple colleges within a metropolitan university resulted in a collaboration to rethink and retool teacher preparation for the next generation of middle school STEM teachers.