School STEM Research Articles

Exploring the Introduction of Computational Thinking in STEM Education in Australian Schools

This paper discusses theoretical and curricular aspects of computational thinking in curriculum and detects recent perspectives and challenges noticed in introducing computational thinking in STEM in Australian Schools. It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were designed nationally and in the state of New South Wales. This paper uses qualitative research methods such as content analysis and text analysis. The research analyses some recent trends in introducing computational thinking and explores these reforms that are described in the official documents. It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking is largely underperforming. It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools is needed. Future research needs to explore reasons for delaying these reforms of introducing computational thinking.

Poultry in the classroom: effectiveness of an online poultry-science-based education program for high school STEM instruction

Public knowledge of the poultry industry is limited, yet attitudes towards the industry shape consumer behavior and influence the attractiveness of poultry careers and future study. This study assessed an online learning program contextualizing STEM learning within poultry science which was designed to increase poultry knowledge and interest. High school student participants (n = 169) across 16 classes (n = 12 teachers) in Indiana completed seven 30-min online modules during the fall 2018 semester. This case study used a mixed-methods, sequential explanatory design. Student knowledge and interest in poultry and teacher perceptions of the program were examined using quantitative measures. The study's qualitative portion assessed perceptions of the learning experience and comprised open-ended student and teacher survey questions and a teacher focus group. Qualitative data suggested that students' poultry knowledge, including awareness of the industry and related careers, was improved following the modules. Paired t-tests showed moderate to large effect sizes regarding increases in content quiz scores following each module (P < 0.001, Cohen's d = 0.45 to 0.80). Students' mean interest in poultry was initially low and remained statistically similar upon completion of the program (M = 1.84, 1.87; p = 0.67). Student and teacher statements indicated that design features of the program enhanced interest for some students. Other students did not perceive the program and its poultry science topics to be interesting or relevant to their lives. Results from this study can be used to inform the creation of effective poultry learning resources to contribute to workforce development and enhance the industry's public image.

Developing student 21st Century skills in selected exemplary inclusive STEM high schools

BackgroundThere is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.ResultsWe found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21st Century skills. Most of these lesson plans designed instruction for 21st Century skills at an introductory level. Few lesson plans encouraged multiple 21st Century skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21st Century skills by grade level, there was an overall trend of higher levels of 21st Century skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21st Century skills.ConclusionsThese findings suggest that inclusive STEM high schools provide environments that support the development of 21st Century skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21st Century skills.

Designing STEAM Education: Fostering Relationality through Design‐Led Disruption

AbstractA significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.

STEM outcomes of second-generation immigrant students with high-skilled parental backgrounds

ABSTRACTThis large-scale study (N=173,636) examines between-group differences in Israeli high school STEM enrolment and average grades between five groups of Israeli-born Jews. Four of them comprise second-generation immigrant students with high-skilled parents, from North America (NA), South America (SA), France, and the Former Soviet Union (FSU). The fifth group comprises non-immigrant students. The study's conceptual framework combines expanded Segmented Assimilation Theory and Bourdieu's concepts of habitus and cultural capital. NA students had the highest family educational and economic levels, while the FSU students had the highest percentage of high-skilled parents, albeit with the lowest economic background. We found that the non-immigrant students did not have an advantage in STEM enrolment in high school as compared to the second-generation immigrants. The FSU students had the highest STEM enrolment. The average STEM grades among the NA, SA, and French students were similar compared to the non-immigrant students, while the FSU students' average STEM grades were the lowest. Our findings suggest that both Segmented Assimilation Theory and Bourdieusian concepts of habitus and cultural capital should be considered to account for the educational STEM outcomes of immigrant children. These findings may inform educational policy and intervention programmes aimed at increasing high school STEM enrolment.

Geophysics in the high school STEM setting

In 2014, Bartlesville High School in Bartlesville, Oklahoma, USA, started an advanced math applications class as part of its new science, technology, engineering, and math (STEM) program. Selected exploration geophysics topics were incorporated as part of the class. Four of the class students in the 2017–2018 school year completed independent study of various topics in seismic acquisition design for science fair projects. The contents of this paper are the findings of those science fair projects. Contents include generating evenly distributed fold for compressional wave surveys (P-P), evenly distributed fold for converted-wave surveys (P-S), evenly distributed fold for ocean-bottom-cable/seismometer surveys (P-P), and offset/depth relations for validity of using the asymptotic approximation for converted-wave surveys (P-S).

Empirically supporting school STEM culture—The creation and validation of the STEM Culture Assessment Tool (STEM‐CAT)

AbstractSchool STEM Culture—an aspect of culture within a school community—is defined as the beliefs, values, practices, and resources in STEM fields as perceived by students, parents, teachers, and administrators and counselors within a school. This study validates the STEM Culture Assessment Tool (STEM‐CAT), an instrument intended to advance the use of the School STEM Culture construct within the research community. Internal consistency was determined through the use of Cronbach's alpha and factor analyses, and the instrument was found to be a reliable measure of School STEM Culture. The instrument can be used in future research to quantify School STEM Culture to determine if interventions change the culture of a school to further STEM education.

The Impact of PBL as a STEM School Reform Model

The Impact of PBL as a STEM School Reform Model

The Issues and Challenges in Empowering STEM on Science Teachers in Malaysian Secondary Schools

As a proactive step to put Malaysia on par with other developed countries, the agenda on empowering STEM has been clearly stated in Malaysian Education Blueprint 2013-2025. However, the issues related to STEM education, that is science teachers’ exposure and training for continuous professional development is a concern. Thus, the main purpose of this study is to identify the issues and challenges that science teachers faced in implementing STEM in secondary schools, and to determine the effects of the issues arising on teachers’ performance. This study also intends to find out the training required by Science teachers specifically in STEM Education. The research employed qualitative methods where interviews were conducted among 15 Science (Chemistry, Biology, Physics or Science) teachers at respective schools in Selangor, Kedah, Penang and Johor. In this research, findings showed that science teachers exposure and training on STEM, a lack of facilities, inadequate budget, heavy workload, time constraints and also lack of support from school leaders. These issues greatly affected Science teachers’ performance because it negatively affected their motivation, level of stress and also job satisfaction when teaching the students. Specific trainings and exposures on STEM were mentioned by respondents to ensure their continuous professional development. Collaboration with university and industries were also among the alternatives proposed for STEM empowerment.

Technology-based activities at home and STEM school achievement: the moderating effects of student gender and parental education

ABSTRACT Background: STEM school achievement is related to various student, parent and family characteristics, and experiences in the school setting. Studies also acknowledge the role of informal learning in STEM achievement, mentioning the importance of student digital activities at home. However, the existing studies have not examined in detail the relationship between students’ engagement in specific technology-based activities at home and STEM achievement, and whether this relationship varies depending on student gender and parental education. Purpose: This study explores the relationship between students’ engagement in technology-based activities at home and STEM school achievement, and the possible moderating role of gender and parental education in this relationship. Sample: Participants in the study are 1,205 students (580 girls) attending fifth (n = 567) and sixth grades (n = 638) in 16 primary schools in Zagreb, Croatia. For each student, one of their parents also participated in the study, by completing questionnaires for parents. Methods: Students completed questionnaires containing questions assessing the frequency of various technology-based activities at home, and their STEM school achievement was assessed by objective paper-pencil tests. Results: The frequency of writing posts on social media sites and downloading music, movies, games or software from the internet negatively predicted STEM achievement, even after controlling for parental education and student gender. The relationship between frequency of certain technology-based activities at home and STEM achievement was found to vary depending on student gender and the combination of student gender and parental education. Conclusions: Although the frequency of certain activities at home is related to STEM achievement, the general conclusion is that engagement in technology-based activities at home does not substantially contribute to STEM achievement. Additionally, the relationship between technology-based activities and STEM achievement may differ for boys and girls, and for students with parents of different education levels.

SERVANT LEADERSHIP AND PERCEIVED CHALLENGES IN STEM CLASSES: THE REINFORCING ROLE OF PROBLEMS AND MANAGEMENT TECHNIQUES

Purpose: This study investigates how high school principals’ leadership can directly and indirectly affect perceived challenges (obstacles) in STEM classes, with specific reference to teachers in Qatar.Design/methodology/approach: A large convenience sample of 424 high school STEM teachers in Qatar was surveyed. Using SPSS and two suitability tests—the Kaisers-Meyer-Olkin (KMO) measure of sampling adequacy and the Bartless test of sphericity—the researcher established the construct validity of the instrument. The 11 extracted dimensions were found to be reliable and valid.Main Findings: Findings from a regression analysis show that only 3 out of 11 independent variables are significant in predicting perceived challenges (obstacles) in STEM classes with specific reference to teachers in Qatar. In addition, results of the path causal model reveal that the direct effect of each explanatory variable is strengthened via the effect of the other independent variables.Practical implications: Findings of this investigation provide strategic insights and practical thinking that have important implications for understanding and overcoming challenges (obstacles) in STEM classes as perceived by teachers in Qatar. Moreover, this paper contributes to the limited knowledge about the direct and indirect effects of leadership on such challenges via strategic variables such as classroom problems and classroom management techniques.Originality: Empirically, this article bridges the gap between three fields: leadership, classroom management, and STEM education.

Balancing profits and conservation: a human environmental impact PBL for upper elementary and middle grades STEM club students

Students require experiences that reflect the difficult decision making found in the real world. A current and future challenge for today’s students is understanding the balance between economic pressures and ensuring environmental conservation. Using problem-based learning (PBL) as a pedagogical vehicle, 10 groups of upper elementary students made informed choices in conducting a mining operation near a fictional coastline with diverse flora and fauna, including an endangered species (sea turtles). In this article, we provide a student-led PBL activity of “Balancing Profits and Conservation” used for an after school STEM club for 4th and 5th graders focused on sea turtles and marine education. Game cards and graphic organizers (included in the article) scaffolded the PBL process at each step. Activities include students (1) considering avenues of ecological conservation, (2) developing and executing a mining operation using limited funding (game pieces) and a variety of tools, (3) extracting resources from a simulated environment to ascertain profit, (4) reflecting on, assessing and remediating the environmental impact, and (5) communicating their outcomes to peers. Students’ end of project presentations elucidated the successes and challenges of their chosen mining plan, both in implementation and consequences. This activity may be used in in/formal environmental education.

Effect of project‐based learning on high school students' state‐mandated, standardized math and science exam performance

AbstractIn a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K‐12 schools, including schools focused on project‐based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project‐based schools could be due to a self‐selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p &lt; .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real‐life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.

Collaborating to “Grow Our Own”: The Helios STEM Middle School Residency Program

In this article, the authors explain the need for clinically rich middle school STEM teacher preparation. They describe how one university and school district with an established partnership collaborated to meet this need. The result was the formation of a residency program that aims to prepare high quality middle school STEM teachers who can fill the district’s vacancies. The residency program is centered around clinical experiences where the triad—consisting of a preservice teacher, collaborating teacher, and university supervisor—is the nexus of learning. The authors share the takeaways from their experiences, highlighting the perspectives of the members of one triad. They conclude with an examination of the residency program’s effectiveness in meeting its intended aim.

Improvised Typhoon Maker: A Vortex Flow to Easily Demonstrate Typhoon and Vortex to Senior High School STEM Students

The improvised typhoon maker is an apparatus needed to stir fluids continuously which are made up of economical materials. A vortex is a deformation of the free surface and the underlying flow were linked to each other. The purpose of this experiment is to capture a visually appealing and eye satisfying image of vortex which is comparable to a typhoon where we can demonstrate its formation and point out its strongest and weakest points, thus the students will gain knowledge about the signal number of a typhoon, and be able to familiarize the risks it bring. Results revealed that it can be used to demonstrate and discuss the formation of a typhoon, tornado and the like. It can help to discuss the parts of a typhoon, its strongest and weakest point and the corresponding signal number that can be helpful in understanding the risks it bring.

مقترح لتطویر مدارس المتفوقین فى ضوء بعض لاإتجاهات العالمیة : دراسة میدانیة على مدارس STEM بمصر /

ملخص عربى : إن قضية التعليم وجودته هي قضية أمن قومي، بل وبوابة العبور للقرن الحادي والعشرين، من خلال تخريج أفراد يتميزون بالابتکار والإبداع والتميز والتجويد واستشعار توجهات العصر، والاستجابة لها مما يؤدى إلى إثبات الوجود والتنافس في أسواق العالم، ويشکل المتفوقين قاطرة التقدم في أي أمة لأنهم ثروة حقيقية للمستقبل يجب أن نمکنهم من تنمية قدراتهم ومواهبهم وتوجيهها التوجيه الصحيح لتحقيق الخير لهم وللمجتمع ويتم ذلک عن طريق التعليم في مدارس STEM.وقد اهتمت معظم الدول المتقدمة والنامية فى النصف الثانى من القرن العشرين اهتماما ملحوظا بالمتفوقين، ومن هذه الدول الولايات المتحدة الأمريکية واليابان وسنغافورة والصين والتى بذلت جهودا کبيرة فى رعايتهم وتوفير فرص تعليمية تناسبهم، ويتم ذلک من خلال مدارس STEM .وتمثلت مشکلة الدراسة في أنه رغم الاهتمام بفئة المتفوقين في مصر وتطبيق تعليم STEM إلا أن هناک العديد من التحديات التي تواجه هذه المدارس، لذا انشغلت الدراسة الحالية بالإجابة عن الأسئلة الآتية:1- ما الإطار الفکري لرعاية الطلاب المتفوقين في مصر ؟2-ما الاتجاهات العالمية المعاصرة في رعاية الطلاب المتفوقين؟3-ما واقع مدارس المتفوقين من وجهة نظر الطلاب والمعلمين؟4-ما مقترح تطوير مدارس المتفوقين في ضوء آراء الطلاب والمعلمين؟وقد اعتمدت الدراسة علي المنهج الوصفي للوقوف علي الإطار الفکري لرعاية الطلاب المتفوقين في مصر وکيف تطور الاهتمام بهم في مصر، وأهم الاتجاهات العالمية المعاصرة في رعايتهم، وواقع مدارس المتفوقين من وجهة نظر کل من: الطلاب والمعلمين، وکذلک مقترحاتهم لتطويرها، مع الاستعانة بأحد أدواته وهي استبانة مقدمة للمعلمين وأخري للطلاب للوقوف علي آرائهم حول واقع مدارس STEM، ومقترحاتهم لتطويرها، هذا بالإضافة إلي المقابلة غير المقننة لمجموعة من المعلمين والمديرين بهذه المدارس أثناء الزيارات الميدانية لتطبيق أدوات البحث.وکشفت نتائج الدراسة عن أن هناک اتفاقا کبيرا من جانب أفراد عينة الدراسة على أهمية إعادة النظر بشأن واقع مدارس المتفوقين، واحتياجات کل من الطلاب والمعلمين، وأهمية العمل على تذليل ما يعترضها من عوائق ومشکلات حتى تتمکن تلک النماذج المتميزة لهذه المدارس من تحقيق التنمية المنشودة في المجتمع.واختتمت الدراسة بنموذج مقترح لتطوير مدارس STEM ويتکون من: أهداف، منطلقات، مرتکزات، متطلبات تطوير، ومتطلبات نجاح تنفيذ النموذج المقترح ملخص انجليزى: The issue of education and quality is a matter of national security and the gateway to the twenty-first century through the graduation of individuals characterized by innovation, creativity, excellence, sophistication, sensing and responding to the trends of the age, leading to proof of existence and competition in world markets. A true future must enable them to develop their abilities and talents and direct them to the right direction for their good and for the community and this is done by teaching in STEM schools.Most of the developed and developing countries in the second half of the 20th century have paid great attention to the outstanding ones, including the United States of America, Japan, Singapore and China, who have made great efforts to nurture them and provide them with educational opportunities through the STEM schools.The problem of the study was that despite the interest in the category of outstanding students in Egypt and the application of STEM education, there are many challenges facing these schools. Therefore, the present study was concerned with answering the following questions:1-What is the intellectual framework for the care of outstanding students in Egypt?2- What are contemporary global trends in caring for outstanding students?3-What is the reality of the schools of excellence from the perspective of students and teachers?4-What is the proposal to develop schools of excellence in light of the views of students and teachers?The study was based on the descriptive approach to identify the intellectual framework for caring for outstanding students in Egypt and how they developed their interest in Egypt, the most important contemporary world trends in their care, and the reality of the outstanding schools from the point of view of students and teachers as well as their suggestions for developing them. A questionnaire for teachers and others for students to take their views on the reality of the STEM schools, their proposals for their development, and the unofficial interview of a group of teachers and principals at these schools during field visits to implement research tools.The results of the study revealed that there is a great agreement by the members of the study sample on the importance of reconsidering the reality of the schools of excellence, the needs of both students and teachers and the importance of working to overcome obstacles and problems so that these distinctive models of these schools can achieve the desired development in society .The study concluded with a proposed model for the development of STEM schools and consists of: objectives, starting points, foundations, development requirements, requirements for successful implementation of the proposed model.

Racial capitalism and STEM education in Chicago Public Schools

ABSTRACT This article analyzes the role of STEM initiatives designed by city and corporate elites in a large urban district and outlines an alternative, grassroots vision for (STEM) education and city schools. Within a neoliberal context of gentrification, displacement, disinvestment, and privatization, STEM schools have become strategic components of Chicago’s ‘portfolio district’ that serve the interests of racial capitalism in three ways. First, STEM schools provide a claim to fairness in the midst of racist school closures. Second, STEM high schools are a corporate strategy for racially stratified labor force preparation that restricts curriculum and reifies tracking. Third, curriculum restriction prioritizes corporate interests over students’ capacity to shape their communities and the world. The authors draw on the wisdom of Chicago communities who have led resistance against corporate education reform to critique Chicago STEM policy and point to critical mathematics and science education as part of a model for sustainable community schools.

Age Heterogeneity of STEM Educators

One of the ways to improve the quality of math and natural science education is to develop the pedagogical community of STEM education. On the one hand, according to the forecasts, an increase in the number of students and teachers is expected by an average of 20 % in both Russia and worldwide. On the other hand, there is definitely some specificity in the pedagogical community as compared with any other labor collective, since the pedagogical community develops alongside with the student one. In this perspective, the age heterogeneity of the teaching staff is of particular relevance. Consequently, the key point in the management of math and natural science education is the analysis of the age structure of STEM educators. The following subjects are taken to conduct a further analysis of STEM education: mathematics, handicraft, physics, biology, and chemistry. Accordingly, the purpose of the article is to analyze and forecast the heterogeneous development of the age structure of STEM teachers. The authors of the article justify the necessity for changes in the personnel policy on the basis of the assessment of the capacity of the teaching staff of STEM education in schools of the European part of Russia. The leading research approach is the method of the normal and natural distribution of age groups in the structure of the STEM education pedagogical community. As a result of a study conducted in 569 schools of the European part of Russia in 2016–2018, the authors of the article have found out the following: the average age of STEM school teachers in the European part of Russia is 6.8 years higher than the average age of teachers in Russia; there is a significant shortage of STEM teachers aged under 35; the average rate of the teaching load of a STEM school teacher in an academic subject is 0.72, but the load is distributed very unevenly, math teachers having the highest teaching load. The theoretical significance of the research lies in its contribution to the development of scientific ideas concerning the age heterogeneity of STEM school teachers. The research results can be used in building development trajectories of STEM education teaching staff by implementing a series of managerial and organizational measures to achieve the normal state of the age structure of teachers.

Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions

BackgroundSTEM education needs to begin in primary schools and should aim to prepare young people for active participation in their future. To produce a generation interested and skilled in STEM, the key foci within schools may best occur through teams of teachers working together in an integrated approach, based on cross-curricular teaching and learning. Teachers play a key role in STEM education, and it is important to attract high achievers with relevant backgrounds into teaching. This research study focused on the beliefs, understandings, and intentions of pre-service primary teachers to teach STEM. These beliefs, understandings, and intentions form the platform on which the pre-service teachers build their capacity to teach STEM subjects in primary schools.ResultsThe data (n = 119) collected from a designed questionnaire were analysed qualitatively and quantitatively. An interpretive practice has been used in formulating categories based on responses regarding beliefs, understandings, intentions, and ideal scenarios for future practices and a grounded theory approach for formulating scenarios based on data analysis. The qualitative data were coded into categories based on responses. Structural equation modelling (SEM) and logical regression were conducted to find relationships of the pre-service teacher’s platform for capacity building and connecting to what is required in their classrooms now and in the future. Logistic regressions were used to explore the association of all the questionnaire items and open responses related to the platform and future capacity building. Based on the results, it is evident that the platform developed for teaching STEM based on experience in their teaching degree is limited; however, they have positive intentions to take up STEM. They are not seeing any positive initiative at schools, and they have limited confidence to teach STEM. However, they were suggesting that they should be provided with more opportunities to teach STEM.ConclusionsOverall, our findings indicate that pre-service teachers do not have strong understanding; however, they have strong beliefs and intentions to teach STEM in their future career. The results of this study indicate that the capacity they have built provides them with explicit views on how to teach STEM in primary schools now and informs what they need for the future teaching of STEM. It is essential to formulate a course work and professional development in STEM, capable of integrating disciplines, providing an understanding of pedagogical approaches, and connecting to real-life relevance with the twenty-first century competencies.

Twenty Years of Middle School STEM Camps at UW-La Crosse

UW-La Crosse has offered middle school science and mathematics camps for twenty years through a partnership of its College of Science and Health and its Office of Continuing Education and Extension. This paper will give information on the history of the program, overall camp design, specific examples of workshop offerings, and details on the administration of the programs.