In the past few years, the integration of science, technology, engineering, and mathematics (STEM) has gained momentum in education in the United States (U.S.). This is partly because of the increased emphasis on it by the National Science Foundation (NSF), federal funding of legislation for STEM, and some states and localities changing their technology education offerings to be inclusive of the “T” and “E” in STEM by teaching “Technology and Engineering.” Another contributing factor has been the evolution and implementation of nationallydeveloped content standards in almost all of the subject matter areas in schools.
What is STEM? STEM is an acronym for science, technology, engineering, and mathematics. It may be defined as the integration of science, technology, engineering, and mathematics into a new crossdisciplinary subject in schools. The study of STEM offers students a chance to make sense of the integrated world we live in rather than learning fragmented bits and pieces of knowledge and practices about it. (Dugger, 2010)
Integrated STEM Education Integrated instruction is any program in which there is an explicit assimilation of concepts from more than one discipline (Satchwell & Loepp, 2002). Integrated STEM education programs apply equal attention to the standards and objectives of two or more of the STEM fields – Science, Technology, Engineering and Math. There are myriad ways that a school or class can approach improving math and science education, but too often educators address the topics in silos, separate from any other subjects. When teachers expose students early to opportunities to learn math and science in interactive environments that develop communication and collaboration skills, students are more confident and competent in these subjects. This not only makes higher education more attainable for students, but also contributes to a well-prepared society. In nearly every model of effective STEM integration, the goal and intent is to provide students with the opportunity to construct new knowledge and problem-solving skills through the process of designing artifacts (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005). They accomplish this through a series of open-ended, hands-on activities related to a
thematic topic that addresses important concepts related to STEM disciplines (Satchwell & Loepp, 2002). Central to this process is involving students in defining and optimizing a solution for a realworld authentic problem.
Scientists and engineers approach problem solving with a goal of optimizing a solution to a problem, as opposed to proving that a problem is solved. Science curricula receive criticism because they do not provide students with experience in real-world problems, or include scenarios in which decisions are not clear cut and in which requirements conflict. These math and science curricula focus on well-defined problems in which the answer is known, there is only one solution, and the focus is on teaching students to get to the right answer (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005). In contrast, real-world problems are ill defined, and without one right answer. Through an integrated approach to STEM education, focused on real-world, authentic problems, students learn to reflect on the process they take in problem solving and retain the knowledge and skills they gain. Through explanation of
hypothesis and ideas, they make connections between problem-solving goals and the processes to achieve those goals (Kolodner, et al., 2003). Most often, educators develop integrated STEM programs around shared themes they base on national standards, such as the National Council of Teachers of Mathematics (NCTM) Focal Points, the National Science and Engineering Standards (NSES) by the National Research Council (NRC), the Technology Literacy Standards from the International Technology and Engineering Education Association (ITEEA) and the National Association of Educational Progress (NAEP). The most effective programs contain themes with a high potential for student interest, authentic problem solving, and rich, standards-based content in STEM (Satchwell & Loepp, 2002).
Integrating STEM Education through Project-Based Learning Everyone naturally engages in problem solving. We all use the tools and materials available to us to adapt the environment to meet our needs. The ability to solve problems comes naturally to most. The project approach to STEM, or “learning by doing,� is grounded in constructivist theory (Fortus, Krajcikb, Dershimerb, Marx, & Mamlok-Naamand, 2005) that is shown to improve student achievement in higherlevel cognitive tasks, such as scientific processes and mathematic problem solving (Satchwell & Loepp, 2002).
There are multiple research-based approaches to integrated STEM education – e.g., DesignBased Science (DBS) (Fortus, Krajcikb, Dershimerb, Marx, & MamlokNaamand, 2005), Math Out of the Box™ (Diaz & King, 2007), Learning by Design™ (LBD) (Kolodner, et al., 2003), Integrated Mathematics, Science, and Technology (IMaST) (Satchwell & Loepp, 2002), among others – all of which incorporate a process of inquiry-based activities that encourage students to contextualize the project with respect to existing knowledge and experience, and to communicate what they learned as a result. Generally, each program leads students through a four- or five-step process, with each step accomplishing a specific process-based objective.
Five Tools That Are Transforming STEM Education The K-12 classroom doesn’t look the way it used to.
Since ancient times, scientifically minded people have tried to figure out the mechanisms behind the physical world. Astronomers observed the movement of the sun and stars, biologists watched humans and animals interact with their environment, engineers noticed the angular similarities behind structurally sound buildings. They may have had simple tools to aid them—a basic measuring device, a compass, perhaps an early telescope. Today, teachers of science, technology, engineering, and mathematics (STEM) topics mostly stick to the theoretical aspects. Students must know the number of degrees in a triangle, but rarely do they get to put that knowledge to use through structured lessons. The tools listed here are transforming the way teachers approach STEM education. Integrating these new tools into their lessons can help teachers teachers reinforce theoretical concepts by demonstrating their real-world applications. By showing students that the knowledge is relevant and useful, teachers can help them unlock new realms of creativity in all scientific realms and possibly change their future career trajectories.
3-D Printers Whether they’re used to create food, organs or mechanical parts, 3-D printers allow engineers to make their designs tangible and physical. And that’s just what they can do for students, too; as 3-D printers have become less expensive and more ubiquitous, schools have begun integrating them into their science and engineering curriculums. Students have used 3-D printers for projects ranging from dioramas of real or imagined constructions to engineering the fastestmodel car to reconstructing of eyeballs to better understand how they work. iPads iPads have been a contentious addition to some classrooms. But many educators report that iPads have drastically altered the way information flows in their classrooms. Teachers can send notes and worksheets directly to students during class, and students are able to turn in homework digitally for near-instant feedback. Communication between teachers is also much easier, whether they are sharing notes at a meeting or sharing lessons plans from across the country. Although some evidence indicates that they may distract students, iPads open up new possibilities to make conceptual information more tangible, from studying new vocabulary with approved apps to sketching out designs and graphs. Graphing Calculators for the 21st Century Sure, the TI Nspire can add. It can do matrices and chart derivatives. But it can also do a video simulation to test a graphic hypothesis. On its full-color, backlit screen, students can view
photos applying and overlaying graphs to see math’s application in the images of their everyday lives. The operating system allows saving and even linking to a designated computer. A calculator like this helps students get the most out of math and science classes, giving them a chance to apply their newly learned formulas and knowledge. Legos Used as manipulative teaching aids, raw materials for the next great robot, or simply building blocks for young students, Legos are great tools in the STEM classroom. Lego itself has developed a curriculum for how to use its products in schools. Lessons range from helping young students pair math concepts with how they are written to creating sophisticated robots that can complete specific tasks. Lego also organizes a number of robotics competitions for students from age 6 to 18. Flight Simulator Charting points on a graph to understand negative and positive slope may not be the most engaging lesson for restless middle and high school students. But for some schools, high-tech flight simulators may do the trick. Kids can get in the cockpit of a simulated airplane to “fly” over cities and navigate the appropriate trajectory. Students who dream of becoming pilots can see how math and science are used in the profession, while others will have a better grasp of the scientific concepts that could be used in any field in the future. Because one flight simulator station costs about $4,000, educators have had to apply foroutside grants to bring flight simulators to their schools. ALEXANDRA OSSOLA NOV 8 2014, 9:00 AM ET
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Students learn how a STEM education can lead to fun careers By Viviane Vo-Duc, Deseret News Published: Tuesday, Nov. 11 2014 5:45 p.m. MST Updated: Wednesday, Nov. 12 2014 6:42 a.m. MST
Summary
More than 125 students from Canyon Crest Elementary attended special workshops at Ancestry.com’s headquarters Tuesday to see how a science, technology, engineering and math education could lead to exciting careers.
PROVO — More than 125 students from Canyon Crest Elementary attended special workshops at Ancestry.com’s headquarters Tuesday to see how a STEM education could lead to exciting careers. Ancestry.com invited fifth- and sixth-grade students to attend workshops on science, technology, engineering and math, led by Ancestry.com employees. Students were told to spit in a small tube for the sake of science. They learned their saliva contained DNA. For technology, students also learned how to create a mobile game app. “You have to type in special codes that turn on special effects,” Jonathan McKinney said. “For example, we needed to go get the basketball for it to rain down to get two points, and so we went to it and it had a special code. So we typed that in and then it put a basketball in the game.” Students were also able to use code to create a Magic 8 Ball. At one station, the students built houses to learn about cost-benefit analysis. They built a home, and had to consider the costs versus what a bank might give them. The teams had to buy things like paper, craft sticks, ribbon and crayons to build the house. When they were done, they brought them up to the desk at the front of the class, where the bank determined how much the homes would sell for. “We learned how to budget money well,” Ashley Kinzer said. “And make a good house by using less money and making more money,” added Mia Callister. The company sponsored the school because it doesn’t have a STEM program. “They’ve understood how math can actually apply to building a house and the finances that go behind it,” said Heather Erickson, vice president of communications at Ancestry.com, "really engaging in interesting ways to get them excited about the STEM possibilities they have in the future.”
REFERENCES 1. http://www.theatlantic.com/education/archive/2014/11/five-tools-that-are-transforming-stemeducation/382305/ 2. http://www.deseretnews.com/article/865615301/Students-learn-how-a-STEM-education-canlead-to-fun-careers.html?pg=all
3. http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf 4. http://www.rondout.k12.ny.us/common/pages/DisplayFile.aspx?itemId=16466975