Journal of sTEm Teacher Education最新文献

Cultural Responsiveness of the Next Generation Science Standards 新一代科学标准的文化响应

Journal of sTEm Teacher Education Pub Date : 2017-06-23 DOI: 10.30707/JSTE52.1GHATTAS

Nadira I. Ghattas, J. Carver

{"title":"Cultural Responsiveness of the Next Generation Science Standards","authors":"Nadira I. Ghattas, J. Carver","doi":"10.30707/JSTE52.1GHATTAS","DOIUrl":"https://doi.org/10.30707/JSTE52.1GHATTAS","url":null,"abstract":"Student enrollment statistics indicate an increase in linguistically and culturally diverse students in the United States. Along with the increase in the diversity of the preK–12 student population, one would also expect to see a parallel increase in equitable learning opportunities for all students. Equity and inquiry are the key principles of the Framework for K–12 Science Education (the Framework) as well as the Next Generation Science Standards (NGSS). Due to the growth of minority populations and the increase in the enrollment of minority students, there is an increasing need to address the underrepresentation of linguistically and culturally diverse students. In this article, we intend to bring to the forefront issues related to the education of a diverse student population, including students from different racial and ethnic groups as well as English language learners, in the Western cultural views in science classrooms. We also intend to shed light on the responsiveness of Western science education, the Framework, and the NGSS to linguistically and culturally diverse students. In addition, we introduce some of the challenges that face diverse students. Finally, we provide some recommendations to meet the needs of diverse students.","PeriodicalId":409929,"journal":{"name":"Journal of sTEm Teacher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127847177","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}

引用次数: 6

What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn STEM教师需要为英语学习者了解和做的事情:用识字来学习

Journal of sTEm Teacher Education Pub Date : 2016-09-21 DOI: 10.30707/JSTE51.1HOFFMAN

Lisa Hoffman, A. Zollman

引用次数: 16

Constructing Authentic and Meaningful STEAM Experiences Through University, School, and Community Partnerships 通过大学、学校和社区伙伴关系构建真实而有意义的STEAM体验

Journal of sTEm Teacher Education Pub Date : 2016-09-21 DOI: 10.30707/JSTE51.1BUSH

Sarah B. Bush, Kristin L. Cook

引用次数: 10

A Conceptual Framework for STEM Integration Into Curriculum Through Career and Technical Education 通过职业和技术教育将STEM融入课程的概念框架

Journal of sTEm Teacher Education Pub Date : 2014-12-31 DOI: 10.30707/JSTE49.1ASUNDA

Paul A. Asunda

引用次数: 29

Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking K-12教师对参与设计思维的资优学生的认知、情感和创意功能的看法

Journal of sTEm Teacher Education Pub Date : 1900-01-01 DOI: 10.30707/JSTE55.1/DPHX3873

K. Stith, Mistie L. Potts, L. Rubenstein, Kate Shively, Robyn Spoon

{"title":"Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking","authors":"K. Stith, Mistie L. Potts, L. Rubenstein, Kate Shively, Robyn Spoon","doi":"10.30707/JSTE55.1/DPHX3873","DOIUrl":"https://doi.org/10.30707/JSTE55.1/DPHX3873","url":null,"abstract":"Gifted students are our nation’s natural resource of technological inventors and innovators, but oftentimes do not receive differentiated instruction in technology/engineering design learning environments. This is not negligence or lack of care by the instructor, but a national issue of not sufficiently providing pre- and in-service teachers with formal training opportunities in gifted education. The purpose of this study was to understand the perceptions of K-12 teachers, trained in gifted education pedagogy and the Design Thinking Model (DTM), after their gifted students engaged in design thinking activities. Fifteen K-12 educators of different content areas reflected in focus groups upon how their gifted students performed. Teachers noted cognitive, affective, and conative phenomena, such as development of 21st Century capabilities, externalizations of psychosocial behaviors (e.g., perfectionism, avoidance of failure, gifted underachievement), and strong motivations to solve problems for end-users. The researchers suggest that with the reality of educators unable to receive formal training in gifted education, developing an awareness of intrapersonal functionalities of gifted students engaged in design thinking can be a significant step toward providing supportive learning environments.","PeriodicalId":409929,"journal":{"name":"Journal of sTEm Teacher Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117221740","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}

引用次数: 2

Early Field Experiences for STEM Undergraduates : A Possible Pathway into Teaching STEM本科生的早期实地体验:通往教学的可能途径

Journal of sTEm Teacher Education Pub Date : 1900-01-01 DOI: 10.30707/jste56.2.1649165366.279165

引用次数: 0

Elementary Education In-service Teachers' Familiarity, Interest, Conceptual Knowledge and Performance on Science Process Skills 基础教育在职教师熟悉度、兴趣、概念知识与科学过程技能表现

Journal of sTEm Teacher Education Pub Date : 1900-01-01 DOI: 10.30707/JSTE53.2MUMBA

Frackson Mumba, Erin Miles, Vivien Chabalegnula

{"title":"Elementary Education In-service Teachers' Familiarity, Interest, Conceptual Knowledge and Performance on Science Process Skills","authors":"Frackson Mumba, Erin Miles, Vivien Chabalegnula","doi":"10.30707/JSTE53.2MUMBA","DOIUrl":"https://doi.org/10.30707/JSTE53.2MUMBA","url":null,"abstract":"Although studies have examined teachers’ science process skills, little is known about the extent to which in-service elementary teachers are familiar with science process skills and are interested in learning more about science process skills. Therefore, the purposes of this research study were to determine (a) in-service elementary teachers’ familiarity with, interest in, conceptual knowledge of, and performance on science process skills and (b) how in-service elementary teachers’ familiarity with, interest in, conceptual knowledge of, and performance on science process skills relate to each other. Forty-eight elementary teachers in 21 schools in the United States participated in this study. Data were collected using the Familiarity With Science Process Skills Questionnaire, the Conceptual Knowledge of Science Process Skills Test, the Science Process Skills Performance Test, and the Interest in Science Process Skills Survey. Results indicate that most teachers expressed high levels of familiarity with science process skills. Teachers performed well on the Science Process Skills Performance Test. In contrast, teachers demonstrated low conceptual knowledge of the science process skills. However, teachers expressed high levels of interest in learning more about science process skills. Specifically, teachers showed a significantly higher interest in learning more about the integrated process skills than the basic process skills. Correlations among familiarity, conceptual knowledge, performance, and interest were only significant between familiarity and interest. These findings have implications for science teaching, learning, and teacher education.","PeriodicalId":409929,"journal":{"name":"Journal of sTEm Teacher Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128357930","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}

引用次数: 10

Evaluating the Impacts of Technology Education on Military Maintenance Students 技术教育对军队维修专业学生的影响评价

Journal of sTEm Teacher Education Pub Date : 1900-01-01 DOI: 10.30707/JSTE47.2JORDAN

Jeremy D. Jordan, Christopher K. Curtis

{"title":"Evaluating the Impacts of Technology Education on Military Maintenance Students","authors":"Jeremy D. Jordan, Christopher K. Curtis","doi":"10.30707/JSTE47.2JORDAN","DOIUrl":"https://doi.org/10.30707/JSTE47.2JORDAN","url":null,"abstract":"The United States Air Force (USAF) provides career and technical education (CTE) to a wide variety of specialty career fields. Training airmen to carry out the mission while honoring the USAF core values of integrity first, service before self, and excellence in all we do is the top priority of military leaders and trainers. Vehicle maintenance is especially important as one minor malfunction could cause multiple injuries and deaths. Vehicle maintainers are thus trained in grueling learning environments and follow arduous regulations to ensure the utmost adherence to standards. This paper presents the findings of a recent study at the Port Hueneme Naval Station in California, home of the technical school of Air Force Vehicle maintenance. The results focus on three specific areas that contribute to performance: student learning preferences, Armed Services Vocational Aptitude Battery (ASVAB) scores and other personal characteristics, and a comparison of alternate training aids. Jeremy Jordan is a Captain at the Air Force Institute of Technology. He can be reached at Jeremy.Jordan@us.af.mil. Christopher Curtis is a civilian in the Air Force Research Laboratory. He can be reached at Christopher.Curtis@wpafb.af.mil. 42 JOURNAL OF STEM TEACHER EDUCATION","PeriodicalId":409929,"journal":{"name":"Journal of sTEm Teacher Education","volume":"455 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116181543","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}

引用次数: 1

Comparing High School Students' and Adults' Perceptions of Technology 高中生与成人科技认知之比较

Journal of sTEm Teacher Education Pub Date : 1900-01-01 DOI: 10.30707/JSTE51.1HARRISONII

Henry L. Harrison, P. Reed

{"title":"Comparing High School Students' and Adults' Perceptions of Technology","authors":"Henry L. Harrison, P. Reed","doi":"10.30707/JSTE51.1HARRISONII","DOIUrl":"https://doi.org/10.30707/JSTE51.1HARRISONII","url":null,"abstract":"This study compared high school student’s perceptions of technology and technological literacy to those perceptions of the general public. Additionally, individual student groups were compared statistically to determine significant differences between the groups. The ITEA/Gallup Poll instrument was used to survey high school student’s perceptions of technology in the study. The student population in question consisted of three subgroups: students enrolled in a standards-based technology education courses, students enrolled in a Project Lead the Way (PLTW) Principles of Engineering pre-engineering course, and students enrolled in a general education course (language arts, mathematics, or science). In addition, each student group’s perceptions of technology were compared to one another to determine differences within each group. Responses from 4 items in the ITEA/Gallup Poll showed descriptive differences between students and adults, and responses from 13 items showed a significant difference between the three student groups. Of those 13 items showing a significant difference between all three groups, 7 of the 13 items showed a significant difference between technology education and PLTW respondents, 6 of the 13 items showed a significant difference between PLTW and general education respondents, and 8 of the 13 items showed a significant difference between technology education and general education group respondents.","PeriodicalId":409929,"journal":{"name":"Journal of sTEm Teacher Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121456838","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}

引用次数: 1

An Assessment of the "Diploma in Computer Engineering" Course in the Technical Education System in Nepal 尼泊尔技术教育系统中“计算机工程文凭”课程的评估

Journal of sTEm Teacher Education Pub Date : 1900-01-01 DOI: 10.30707/JSTE47.2BASNET

Kul Bahadur Basnet, Jinsoo Kim

{"title":"An Assessment of the \"Diploma in Computer Engineering\" Course in the Technical Education System in Nepal","authors":"Kul Bahadur Basnet, Jinsoo Kim","doi":"10.30707/JSTE47.2BASNET","DOIUrl":"https://doi.org/10.30707/JSTE47.2BASNET","url":null,"abstract":"The purpose of this study was to asses the Diploma in Computer Engineering (DCE) courses offered at affiliated schools of the Council for Technical Education and Vocational Training (CTEVT) with a focus on the goals of the curriculum and employment opportunities. Document analysis, questionnaires, focus group discussions and semi-structured interviews were conducted to gather the data. This study analyzed and described current issues and future policy strategies associated with employment opportunities of graduates. The study indicates that there is potentiality for job opportunities in foreign and domestic markets, especially for DCE graduates. The study also reveals that a remarkable number of graduates are self employed. Based on the findings of the study, the government of Nepal can play a vital role through the CTEVT to improve the employability of DCE graduates by the monitoring and supervision of institutions, fulfillment of standards requirements of programs, curriculum amendment, and marketing DCE programs. Kul Bahadur Basnet is a Ph. D. student in the Department of Technology Education at Korea National University of Education. He can be reached at kul_bahadur_basnet@hotmail.com. Jinsoo Kim is a Professor in the Department of Technology Education at Korea National University of Education. He can be reached at jskim@knue.ac.kr. 66 JOURNAL OF STEM TEACHER EDUCATION","PeriodicalId":409929,"journal":{"name":"Journal of sTEm Teacher Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124111813","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}

引用次数: 0