{"title":"Struggles and Triumphs of an Early Childhood STEM Educator:","authors":"Jade Leong, Poh Tan","doi":"10.21810/sfuer.v15i1.6050","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6050","url":null,"abstract":"This interview between a researcher (Poh) and an early childhood educator (Jade) delves into pedagogical approaches to teaching Science, Technology, Engineering, and Math (STEM) in an early childhood classroom setting, focusing on children aged 1 to 5 years. Jade's journey of understanding and exploring STEM teaching is a reflection of the challenges faced by many early childhood educators. The conversation highlights the significance of teacher self-efficacy and experience, as studies show that higher training in STEM results in higher confidence, leading to higher rates of implementation in the classroom. However, research indicates that early childhood educators often lack in-depth professional preparation in math and science, resulting in insufficient content knowledge and a lack of confidence to provide quality STEM experiences for young learners. \u0000The researcher, being a scientist and science educator, provides support to Jade's efforts in integrating STEM into her practices. Additionally, collaboration with the community, including volunteers from a science museum and the university, plays a crucial role in bolstering her confidence in engaging with STEM subjects. \u0000This interview sheds light on the importance of continuous professional development and support for early childhood educators to effectively implement STEM teaching strategies. By sharing her reflections and experiences, Jade contributes to the development and implementation of integrated pedagogies that bridge the gap between technology, pedagogy, and content. Overall, this interview showcases the transformative impact of collaborative efforts and support systems in empowering early childhood educators to confidently and effectively engage young learners in STEM education.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Decoding","authors":"Daniel Asel","doi":"10.21810/sfuer.v15i1.6164","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6164","url":null,"abstract":"Decoding delves into my personal experience of growing up in a Western educational system as an undiagnosed neurodiverse student. The purpose of this piece spotlights dyslexia – which in my experience included the daily decoding of written assignments, but also the process of decoding what it meant to be classified as having “poor comprehension” of verbal and social settings in the classroom. I want Decoding to challenge how we think about neurodiversity, and how Indigenous teachings honours the understanding of people in a holistic way in contrast to more compartmentalized approaches found in Western systems. I also intend to highlight areas in communication design which underserve neurodiverse people, as well as non-English speakers, and how those in the arts and sciences can collaborate on solutions in design.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":"57 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139172742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School Leadership Development for Sustainability in the Post-Digital Era","authors":"O. Awodiji, Chinaza Uleanya, S. Naicker","doi":"10.21810/sfuer.v15i1.6146","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6146","url":null,"abstract":"The role of school leaders must be balanced in attaining educational sustainability in the changing world. Millions of school students worldwide were affected by the COVID-19 shutdown, which accelerated the need for rapid digitalisation. The United Nations Sustainable Development Goals (SDGs) are embedded in 21st-century education. The ability to reorient students to the SDGs is key to achieving sustainable education in the post-digital era. This study examines school leadership development in a post-digital era from the sustainability perspective. To ensure sustainable education, school leaders must have relevant skills and competencies to lead schools in the post-digital age. In striving for a sustainable era, a school leader needs skills and knowledge to be an inspiring role model and motivator. School leaders must reorient students, teachers and all relevant stakeholders according to SDG goals to achieve sustainable education. Hence, continuous school leadership development is essential to accelerating digital transformation using factors such as leadership style, strategic planning, and knowledge management.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":"131 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"History Teaching In A Museological Space","authors":"Yuri Leonardo Rosa Stelmach","doi":"10.21810/sfuer.v15i1.6157","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6157","url":null,"abstract":"This paper aims to discuss issues concerning the teaching of History in museological spaces, based on the narrative of an experience at the Rio Grande do Sul Memorial, a place that generated the teaching-learning process of students who visited this space. We start from the narrative of the mediated educational action on the itinerant exhibition “Monuments and art: the history of the city at risk”, which exposed a series of monuments and public statues taken from the streets of Porto Alegre. By means of these pieces, the mediation sought to reflect on the silenced stories behind those sculptures, aiming to perceive other actors and groups silenced by the patrimonialization process. From a theoretical point of view, it drew on Vygotsky (2010) and Bakhtin (1992), with regard to interactive mediation; Siman (2013), with regard to teaching History through reading the city; and Ramos (2016), on the concept of generator object. Finally, it is believed that the students took possession of plural historical narratives about the city, through the narratives exposed and silenced by the urban historical heritage.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Science in Informal Learning Spaces: Tinkering Space at Science World","authors":"Kristin Lee","doi":"10.21810/sfuer.v15i1.6159","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6159","url":null,"abstract":"Aside from unique architecture Science World has become iconic for families in Vancouver to explore hands-on exhibits and galleries that nurture their process of discovery and inspire connection with their natural, physical, and built environments. Our value of inquiry-rich, play-based, cross-disciplinary learning is embedded in every aspect of design, from fun interactive exhibits, engaging stage shows, and unique school programs. Throughout Science World you will discover that each gallery focuses on different themes and topics. Gallery spaces have their own narratives, learning goals, and outcomes. One of newest galleries at Science World is our Tinkering Space: The WorkSafeBC Gallery. The Tinkering Space has daily tinkering programming where you can solve problems, make new things from existing parts, create something cool and imaginative, and learn through experimenting and making mistakes. You’ll also learn about the science behind safety and how important it is to choose the right tools for the job. This informal learning environment captures the playful spirit of Science World all in one place. Creating the Tinkering Space is an iterative journey, and we continue to work hard to build out the visitor experience and pedagogical practice we have today.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":"30 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Influence Of A STEM/STEAM Education Based High School on Students of The Ivoti Institute","authors":"Jason Richner","doi":"10.21810/sfuer.v15i1.6169","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6169","url":null,"abstract":"The aim of this paper is to determine the difference between the STEM/STEAM education High School model and the Traditional Basic General education High School Model. Another important objective is to explain the benefits of the STEM/STEAM High School format being implemented in the Ivoti Institute, in Rio Grande do Sul, Brazil. I start by giving the definition of STEM/STEAM education, and then talk about the New High School format that is being used in the Ivoti Institute. I explain all the benefits and opportunities that this educational setting brings to the students, and how it has affected my life, personally. STEM/STEAM education is the future of education, and will be extremely effective in the development of critical and autonomous individuals.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":"35 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Tackling Demotivation in STEM Fields: A Student’s Perspective","authors":"Kavya Pandrangi","doi":"10.21810/sfuer.v15i1.6190","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6190","url":null,"abstract":"The fields of STEM/STEAM are ones in which curiosity and creativity meet a very high level of rigor. When navigating such a field, staying motivated and maintaining belief in oneself and one’s intelligence can prove difficult. Self-doubt and discouragement quickly creep in for many students, as they did for me at times. In this piece, I give an account of my STEM journey, from high school chemistry to science fairs, the challenges and disheartening moments that I faced, and the growth and inspiration that came out of them that I take with me as I begin to pursue a career in STEM.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":"159 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How Art Could Be Used to Educate Science","authors":"Hoang Do","doi":"10.21810/sfuer.v15i1.6167","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6167","url":null,"abstract":"The paper examines theories and examples between art and science, showing where they are similar, and how art and design can be used to educate and inform scientific data. Due to how vast both fields are in terms of specilizations, theories, and practices, the paper will mostly focus on theories of physics, mainly revolving around Isaac Newton, and art and design theories related to Newton and to color, and how these theories are foundational for pracitioners of these fields respectively. The paper will then propose methods of using art and design to educate science, and situations where that may apply. ","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":"89 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Scientific Dissemination Practices in Basic Education","authors":"Daiana Campani","doi":"10.21810/sfuer.v15i1.6163","DOIUrl":"https://doi.org/10.21810/sfuer.v15i1.6163","url":null,"abstract":"This work assumes that it is a basic school commitment to contribute to scientific dissemination, scientific literacy, and the establishment of a culture of science in society, especially in Brazil, a country where scientific denialism is still very present. The purpose of this text is to reflect on the challenges and results of a practical experience with scientific dissemination at the Fundação Escola Técnica Liberato Salzano Vieira da Cunha, a public technical high school in Novo Hamburgo, Rio Grande do Sul, Brazil. Two actions carried out by a Portuguese language teacher at the institution are reported: the work with the discursive genre news for scientific dissemination in high school classes and the editorial of the journal Liberato Científica, the institution's journal for scientific dissemination.","PeriodicalId":247387,"journal":{"name":"SFU Educational Review","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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