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Author: Bryan Dewsbury
Publisher: Frontiers Media SA
ISBN: 2832554660
Category : Education
Languages : en
Pages : 337
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Book Description
Research demonstrates that STEM disciplines perpetuate a history of exclusion, particularly for students with marginalized identities. This poses problems particularly when science permeates every aspect of contemporary American life. Institutions’ repeated failures to disrupt systemic oppression in STEM has led to a mostly white, cisgender, and male scientific workforce replete with implicit and/or explicit biases. Education holds one pathway to disrupt systemic linkages of STEM oppression from society to the classroom. Maintaining views on science as inherently objective isolates it from the world in which it is performed. STEM education must move beyond the transactional approaches to transformative environments manifesting respect for students’ social and educational capital. We must create a STEM environment in which students with marginalized identities feel respected, listened to, and valued. We must assist students in understanding how their positionality, privilege, and power both historically and currently impacts their meaning making and understanding of STEM.
Author: Bryan Dewsbury
Publisher: Frontiers Media SA
ISBN: 2832554660
Category : Education
Languages : en
Pages : 337
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Book Description
Research demonstrates that STEM disciplines perpetuate a history of exclusion, particularly for students with marginalized identities. This poses problems particularly when science permeates every aspect of contemporary American life. Institutions’ repeated failures to disrupt systemic oppression in STEM has led to a mostly white, cisgender, and male scientific workforce replete with implicit and/or explicit biases. Education holds one pathway to disrupt systemic linkages of STEM oppression from society to the classroom. Maintaining views on science as inherently objective isolates it from the world in which it is performed. STEM education must move beyond the transactional approaches to transformative environments manifesting respect for students’ social and educational capital. We must create a STEM environment in which students with marginalized identities feel respected, listened to, and valued. We must assist students in understanding how their positionality, privilege, and power both historically and currently impacts their meaning making and understanding of STEM.
Author: Roy Speckhardt
Publisher: Pitchstone Publishing (US&CA)
ISBN: 1634312104
Category : Political Science
Languages : en
Pages : 185
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Book Description
Humanists are quick to defend threats to the separation of church and state, but they have not always been consistently unified in engaging with pressing issues of race, class, gender, and sexuality—namely, those linked to economic, environmental, and social justice. Drawing on his tenure as executive director of the American Humanist Association, Roy Speckhardt calls for humanists everywhere to center justice in their humanism by promoting public policy based on ethical humanist principles. Acknowledging the challenges inherent to this type of advocacy and activism—such as balancing short-term needs with long-term goals, and espousing a common humanity without erasing differences—he makes a compelling case for championing justice-centered humanism. He also provides guidance for doing so, whether on the local, state, or federal level. Precisely because there is no such thing as cosmic justice in an afterlife, he reminds, it's especially important that humanists everywhere combat injustice in this life.
Author: Rachel Louise Geesa
Publisher: Rowman & Littlefield
ISBN: 1475857373
Category : Education
Languages : en
Pages : 269
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Book Description
In the face of complex local and global problems, there is a critical need to prepare PK-12 students to be innovative, resilient problem-solvers and well-equipped STEM-literate citizens. With focus upon integrated content, college and career readiness, authentic problems, and action-oriented pedagogies, integrative STEM education provides a promising approach to address this challenge. Integrative STEM programming with its fusion of science, mathematics, engineering, and technology content and practices may manifest in a variety of ways: Teachers co-plan an engineering design experience within a social studies class. A community business partner offers a job-shadowing experience. Students engage in an after-school program at a makerspace. Educators collaboratively re-envision and interweave STEM across the curriculum. And more... Current and future educational leaders striving to improve STEM programming will find this book to be a useful resource. Its introduction offers an orientation to the fundamental goals, principles, and practices of integrative STEM education. While later chapters delve into the facets of STEM programming and the competencies of STEM leadership which form the foundation of a coherent program. These evidence-based strategies, examples, and resources may provide inspiration to leaders as they initiate and enhance an equitable integrative STEM culture within their school.
Author: Jack Hassard
Publisher: Routledge
ISBN: 1135889996
Category : Education
Languages : en
Pages : 771
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Book Description
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and in-service science teachers. Special Features: Each chapter is organized into two sections: one that focuses on content and theme; and one that contains a variety of strategies for extending chapter concepts outside the classroom Case studies open each chapter to highlight real-world scenarios and to connect theory to teaching practice Contains 33 Inquiry Activities that provide opportunities to explore the dimensions of science teaching and increase professional expertise Problems and Extensions, On the Web Resources and Readings guide students to further critical investigation of important concepts and topics. An extensive companion website includes even more student and instructor resources, such as interviews with practicing science teachers, articles from the literature, chapter PowerPoint slides, syllabus helpers, additional case studies, activities, and more. Visit http://www.routledge.com/textbooks/9780415965286 to access this additional material.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030921890X
Category : Education
Languages : en
Pages : 94
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Book Description
What students learn about the science disciplines, technology, engineering, and mathematics during their K-12 schooling shapes their intellectual development, opportunities for future study and work, and choices of career, as well as their capacity to make informed decisions about political and civic issues and about their own lives. Most people share the vision that a highly capable STEM workforce and a population that understands and supports the scientific enterprise are key to the future place of the United States in global economics and politics and to the well-being of the nation. Indeed, the solutions to some of the most daunting problems facing the nation will require not only the expertise of top STEM professionals but also the wisdom and understanding of its citizens. Although much is known about why schools may not succeed, it is far less clear what makes STEM education effective. Successful STEM Education: A Workshop Summary discusses the importance of STEM education. The report describes the primary types of K-12 schools and programs that can support successful education in the STEM disciplines and examines data and research that demonstrate the effectiveness of these school types. It also summarizes research that helps to identify both the elements that make such programs effective and what is needed to implement these elements.
Author: Richard A. Duschl
Publisher: Routledge
ISBN: 1317458516
Category : Education
Languages : en
Pages : 365
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Book Description
Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council’s A Framework for K-12 Science Education. The new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309306450
Category : Education
Languages : en
Pages : 116
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Book Description
Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. Many students are not graduating from high school with the knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the workforce or in their roles as citizens. For decades, efforts to improve STEM education have focused largely on the formal education system. Learning standards for STEM subjects have been developed, teachers have participated in STEM-related professional development, and assessments of various kinds have sought to measure STEM learning. But students do not learn about STEM subjects just in school. Much STEM learning occurs out of school-in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, from the things students watch or read on television and online, and during interactions with peers, parents, mentors, and role models. To explore how connections among the formal education system, afterschool programs, and the informal education sector could improve STEM learning, a committee of experts from these communities and under the auspices of the Teacher Advisory Council of the National Research Council, in association with the California Teacher Advisory Council organized a convocation that was held in February 2014. Entitled "STEM Learning Is Everywhere: Engaging Schools and Empowering Teachers to Integrate Formal, Informal, and Afterschool Education to Enhance Teaching and Learning in Grades K-8," the convocation brought together more than 100 representatives of all three sectors, along with researchers, policy makers, advocates, and others, to explore a topic that could have far-reaching implications for how students learn about STEM subjects and how educational activities are organized and interact. This report is the summary of that meeting. STEM Learning is Everywhere explores how engaging representatives from the formal, afterschool, and informal education sectors in California and from across the United States could foster more seamless learning of STEM subjects for students in the elementary and middle grades. The report also discusses opportunities for STEM that may result from the new expectations of the Next Generation Science Standards and the Common Core Standards for Mathematics and Language Arts.
Author: Edna Tan
Publisher: Harvard Education Press
ISBN: 1682538478
Category : Education
Languages : en
Pages : 236
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Book Description
Practical guidance for teachers aiming to strategically support the full participation and engagement of minoritized students in STEM education. In Teaching Toward Rightful Presence in Middle School STEM, Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K–12 science education. Tan and Calabrese Barton first delve into the complex legacy of systemic injustice in education, showing how forms of racialization and colonization that are manifest in schooling practices have excluded and led to the disengagement of students who have been historically marginalized because of their race, immigration status, language, class, sexuality, or gender. Through cases and vignettes from middle-school classrooms, they illustrate real-life strategies and instructional decisions that help counteract inequalities. Reaching beyond inclusion, they suggest approaches such as coplanning, coproduction, and community ethnography that disrupt the norms of the science classroom and validate the community's powerful cultural knowledge and relevant experience. Tan and Calabrese Barton show how the rightful presence framework can foster student engagement and support identity formation. This work gives teachers and other practitioners a means to critique, challenge, and disrupt underlying power structures in middle school STEM.
Author: Lynn E. Cohen
Publisher: Routledge
ISBN: 0429843658
Category : Education
Languages : en
Pages : 224
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Book Description
Bringing together a diverse cohort of experts, STEM in Early Childhood Education explores the ways STEM can be integrated into early childhood curricula, highlighting recent research and innovations in the field, and implications for both practice and policy. Based on the argument that high-quality STEM education needs to start early, this book emphasizes that early childhood education must include science, technology, engineering, and mathematics in developmentally appropriate ways based on the latest research and theories. Experienced chapter authors address the theoretical underpinnings of teaching STEM in the early years, while contextualizing these ideas for the real world using illustrative examples from the classroom. This cutting-edge collection also looks beyond the classroom to how STEM learning can be facilitated in museums, nature-based learning outdoors, and after-school programs. STEM in Early Childhood Education is an excellent resource for aspiring and veteran educators alike, exploring the latest research, providing inspiration, and advancing best practices for teaching STEM in the early years.
Author: Pratim Sengupta
Publisher: Springer Nature
ISBN: 3030294897
Category : Science
Languages : en
Pages : 372
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Book Description
Over the past decade, integrated STEM education research has emerged as an international concern, creating around it an imperative for technological and disciplinary innovation and a global resurgence of interest in teaching and learning to code at the K-16 levels. At the same time, issues of democratization, equity, power and access, including recent decolonizing efforts in public education, are also beginning to be acknowledged as legitimate issues in STEM education. Taking a reflexive approach to the intersection of these concerns, this book presents a collection of papers making new theoretical advances addressing two broad themes: Transdisciplinary Approaches in STEM Education and Bodies, Hegemony and Decolonization in STEM Education. Within each theme, praxis is of central concern including analyses of teaching and learning that re-imagines disciplinary boundaries and domains, the relationship between Art and STEM, and the design of learning technologies, spaces and environments. In addition to graduate research seminars at the Masters and PhD levels in Learning Sciences, Science Education, Educational Technology and STEM education, this book could also serve as a textbook for graduate and pre-service teacher education courses.
