eric.ed.gov har udgivet: No one is satisfied with science education in the U.S. today. One need only look at Trends in International Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP) data to see what a mediocre job is being done of imparting a solid science education to the average American student. There are multiple reasons for this failure, not least the poor preparation of too many teachers whose job it is to teach this critical subject. One key explanation is the poor quality of academic expectations and standards themselves. In science–perhaps even more than other subjects–states must honor their responsibility to set forth, explicitly and rigorously, the skills and content that schools are expected to impart and students are expected… Continue Reading →
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eric.ed.gov har udgivet: This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder’s K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, “Is this an effective model for increasing student STEM persistence and performance?” remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively… Continue Reading →
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eric.ed.gov har udgivet: This report presents an update of the progress of Tapping America’s Potential (TAP), a coalition of 15 of the nation’s leading business organizations, and assesses three years’ progress since 2005 in working towards the goal of doubling the number of students earning bachelor’s degrees in science, technology, engineering and math (STEM) by 2015. The report finds that since the initial TAP report that was issued three years ago, 2002-2006 data have become available that show U.S. STEM bachelor’s degrees awarded in that period fall short of what will be required to reach 400,000 by 2015. While the number of STEM degrees awarded has remained relatively flat for three years, the policy changes the business community has called for to attract and retain more undergraduate STEM majors have… Continue Reading →
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eric.ed.gov har udgivet: Increases in attrition rates among science, mathematics, and engineering (SME) majors have produced a variety of deleterious effects for society. This paper attempts to clarify and interpret the interaction of those characteristics of the structure and culture of undergraduate SME programs that perpetuate high loss rates among their first-year college majors by looking at a number of studies of SME programs and undergraduate attrition. The interaction of instructional factors, differing high school and faculty expectations for entering SME undergraduates, and epistemological considerations was found to contribute to a higher dissatisfaction among SME majors as compared with non-SME major and to resulting student attrition. Significant support was not seen for the contribution of commonly cited explanations of SME attrition such as cognitive factors and large class sizes. (Contains… Continue Reading →
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eric.ed.gov har udgivet: This study ranked constructs articulated by Childress and Rhodes (2008) and identified the key indicators for each construct as a starting point to explore what should be included on an instrument to measure the engineering design process and outcomes of students in high schools that use the PLTW and EbDTM curricula in Idaho. A case-study design was used. Data were collected in two stages. In the first stage, a content analysis was conducted for PLTW and EbDTM curricula to identify the indicators that are associated with the six constructs articulated by Childress and Rhodes (2008). In the second stage, the constructs and key indicators or concepts were placed on a survey and sent to experts for them to rate their importance for assessment and their difficulty to… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted to describe a teacher developed high school engineering course, to identify teaching strategies used in the process of delivering math and science literacy through this course, to identify challenges and constraints that occurred during its development and delivery, and to describe the strategies that were used to overcome those obstacles. A case study was conducted using semi-structured interviews with the engineering instructor at Benilde-St. Margaret’s in St. Louis Park, Minnesota. In addition, the researcher conducted classroom observations and reviewed instructional materials, teacher lesson plans, and teacher journals. Themes that developed regarding the strategies used to deliver this particular course identified that concepts created its platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis… Continue Reading →
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eric.ed.gov har udgivet: The concept of a collaborative math and science project grew out of the need expressed by Cleveland State University (Ohio) engineering faculty and junior and senior high school teachers. These groups sought to provide students with connections to “real world” situations that they will face as they transition into the workplace of the future. The underlying assumptions of the collaboration are that secondary teachers’ understanding of engineering concepts will be enhanced by engaging in engineering problem solving and that the teachers will then incorporate lessons learned from the experiences into their classroom teaching. The goals for the project were to: (1) improve the quality of instruction provided to students; (2) better prepare in-service teachers; (3) increase understanding of educational barriers to curricular change; (4) facilitate the exchange… Continue Reading →
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eric.ed.gov har udgivet: Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, (a) what are the best practices of STEM Academies, and (b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives… Continue Reading →
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eric.ed.gov har udgivet: The Next Generation Science Standards (NGSS) are an explicit document that articulates our pedagogical practices in K-12 science instruction for the United States. The document is an excellent work that describes pedagogy and road maps for building coherence of science principles and student understanding of the Nature of Science. The prescient thing about the current NGSS is that physics teachers have practiced the ideas and tenets prescribed in the NGSS decades ago. Also, the ideas espoused in the NGSS Framework can easily be transferred to other disciplines, especially Math, through specific, articulated lesson building. Link til kilde
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eric.ed.gov har udgivet: In addressing the nation’s need for a more technologically-literate society, the Rutgers University Research Experience for Teachers in Engineering (RU RET-E) is designed to: (1) engage middle and high school math and science teachers in innovative “green” engineering research during the summer, and (2) support teachers in integrating their research experiences into their academic year, precollege classrooms. The current paper addresses the following two questions: (1) To what extent did RU RET-E impact participants? and (2) To what extent did participants implement resulting lesson plans? During the 2011 summer, seventeen math and science teachers (RU RET-E Fellows) engaged in “green” research alongside faculty and graduate students. Teachers were required to apply to the program in pairs as one math and one science teacher from the same school.… Continue Reading →
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