EDUCATION IN A COMPETITIVE AND GLOBALIZING WORLD STEM EDUCATION HOW TO TRAIN 21ST CENTURY TEACHERS No part of this digital document may be reproduced, stored in a retrieval system or transmitted in any form or by any means. The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein. This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services.
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Additional color graphics may be available in the e-book version of this book. Library of Congress Cataloging-in-Publication Data ISBN: (eBook) Published by Nova Science Publishers, Inc. † New York CONTENTS Preface vii Chapter 1 The STEM Initiative: Constraints and Challenges 1 Dennis R. Chapter 2 The Need for STEM Teacher Education Development 17 Micah S.
Chapter 3 Preparing Teachers in Science through Technology for STEM Education 33 Shiang-Kwei Wang, Ph. and Hui-Yin Hsu, Ph. Chapter 4 Strategies and Resources for Integrating Technology into STEM Teaching and Learning 53 Sarah McPherson, Ed.D Chapter 5 Preparing Teachers in Engineering for STEM Education 71 Moussa Ayyash, Ph. and Kimberly Black, Ph.
Chapter 6 Preparing Teachers in Mathematics for STEM Education 89 Michael Uttendorfer, Ed.D Chapter 7 Effective STEM Instruction in K-12 Settings 101 Elfreda V. Chapter 8 Infusing Culturally and Linguistically Responsive Instruction into STEM Programs 117 Cheryl A. Chapter 9 Using STEM Concepts and Applications to Assess K-12 Student Learning 135 Carolyn Coil, Ed.D vi Contents Chapter 10 School Counseling and STEM: Raising Student Awareness and Expectations 153 Carol Dahir,, Ed.D, Michelle Perepiczka, Ph. and Megyn Shea, Ph.
Chapter 11 Teacher Leadership: Transforming STEM Education in K-12 Schools 173 Deborah Lynch, Ph. and Jennifer Fleck, M. Editor Contact Information 191 Index 193 PREFACE Advancing education in science, technology, engineering, and mathematics (STEM) in U. public schools has been at the forefront of educational issues and a national priority (President‘s Council of Advisors on Science and Technology, 2010).
School reform movements and initiatives such as Changing the Equation, a part of the Educate to Innovate Campaign focuses on (1) allowing more students to engage in robotics competitions; (2) improving professional development for math and science teachers; (3) increasing the number of students who take and/or pass rigorous Advanced Placement math and science courses; (4) increasing the number of elementary and secondary teachers who enter the teaching profession with a STEM undergraduate degree; and (5) providing new opportunities to traditionally underrepresented students and underserved communities (Change the Equation, 2013). The nation‘s changing demographics and continued need to remain globally competitive makes it clear that colleges and universities must increase the number of teachers trained in STEM education (Katehi, Pearson, & Feder, 2009). schools are academically behind their international peers in STEM areas. Currently, the United States ranks 17th in science and 25th in mathematics among other nations (National Center for Education Statistics, 2011).
In the field of engineering, college programs in China and India graduated many more engineers than in the U. For example, in 2011, China‘s engineering graduates totaled one million (Shammas, 2011), as compared to colleges in the U. which graduated 84,599 engineers (Deffree, 2012). President Obama stated that it is a ―national imperative,‖ to train 100,000 STEM college graduates over the next decade (America Chemical Society, 2012).
In addition, colleges and universities will need to prepare 25, 000 new K-12 teachers in STEM (Boynton, 2012) in order to meet this ambitious goal. These efforts are also aimed at attracting underrepresented groups such as girls and persons of color into the STEM pipeline (Custer & Daugherty, 2009). Additionally, training alone is not enough. It is imperative that student engagement, mentoring, and support systems are integrated as key ingredients to foster student retention in colleges and universities.
For example, data show that on the average, the undergraduate national retention rate in engineering colleges is only 40% (President Obama‘s Council on Jobs and Competitiveness, 2009). To accomplish President Obama‘s goals U. teachers and education professionals must educate and engage students to pursue STEM disciplines (Community for Advancing Discovery Research in Education, 2011). There is universal agreement that teachers do matter and, moreover, there exists empirical support for the notion that student learning is affected by the qualifications of teachers.
This is viii Satasha L. Green especially true in mathematics, which is the foundation for all future STEM learning (Community for Advancing Discovery in Education, 2011). Although almost all U. teachers hold at least basic qualifications (e., a bachelor's degree and teaching certification), many are teaching subjects for which they lack adequate academic training, certification, or both.
Ingersoll (1999, 2002, 2003) found that about a third of all secondary school teachers who teach mathematics do not have either a major or minor in math, math education, or related disciplines like engineering or physics. In science, about one fifth of all secondary school teachers do not have at least a minor in one of the sciences or in science education. The data clearly indicates that many U. students are taught by under-qualified math and science teachers in U.
Another area of major concern is the teaching of subject matter in STEM education, specifically the integration of technology and engineering into math and science concepts. Technology may not be infused into the curriculum and engineering in many cases is omitted or causes confusion in how it is related to science and mathematics curricula (Vest, 2009). As a result, very few K-12 teachers have adequate preparation to teach engineering concepts and content (Custer & Daugherty, 2009). According to the National Academy of Engineering and the National Research Council (2009), science and mathematics are typically taught in ―silos,‖ as separate, independent subjects.
This teaching method can affect the quality of instruction in STEM which requires deep content knowledge (in all four areas) in addition to an expertise in teaching (Community for Advancing Discovery Research in Education, 2011). Therefore, it is imperative to train K-12 teachers in STEM subject-matter. To address this pressing need to train highly qualified teachers in science, technology, engineering and mathematics, STEM Education: How to Train 21st Century Teachers provides teachers and education professionals the knowledge, skills, practices, and strategies to improve standards-based outcomes for students enrolled in STEM coursework. This book is intended for undergraduate and graduate students enrolled in methods courses in Colleges of Education, Colleges of Arts and Sciences, and Institutes of Technology.
More specifically, this book provides extensive background information to prepare K-12 teachers and educational professionals in pedagogy for integrated inquiry-based teaching and learning of STEM concepts. This book will also help to provide teachers and education professionals with the knowledge, skills and resources for effective STEM teaching and learning for students. As noted earlier, the primary goal of this book is to provide K-12 teachers and education professionals evidence-based practices and strategies in STEM content areas to support the learning and instructional needs of their students. Therefore, K-12 teachers and education professionals will (1) increase STEM content knowledge and understanding of authentic STEM applications for K-12 students; (2) develop expertise in pedagogical approaches such as authentic and active project-based learning; (3) utilize strategies and resources to integrate technology into STEM teaching and learning for K-12 students; (4) increase their knowledge base, expertise, and experiences in differentiating STEM instruction from traditional instruction for culturally and linguistically diverse learners; (5) increase an understanding of the roles and responsibilities of school counselors, and (6) be knowledgeable about the importance of teacher leadership in STEM education.
The authors in this book address several important topics critical to the successful implementation of STEM education. In Chapter 1, Herschbach discusses the constraints and challenges in implementing STEM initiatives as a curriculum reform movement. He examines Preface ix terms such as curriculum concept, STEM programming, correlated and broad fields curriculum models, and subject structure. According to Herschbach, given the ―conventional‖ way that knowledge continues to be perceived and organized for instruction, one potentially contentious, emerging issue is where the ―T‖ in STEM will be taught.
Some science educators think that they teach about technology since much of what goes for "science" teaching today is actually applied technology. Stohlman, Roehrig, and Moore, in Chapter 2, point out that there is an increased emphasis of engineering integration in K-12 schools. Engineering-based activities enable teachers to employ student-centered pedagogies and provide students with real-world contexts to apply mathematics and science. These authors note that in-service teachers have not been prepared to integrate STEM subjects or to teach engineering.
In addition, the importance of well-structured professional development to develop the necessary knowledge for STEM is discussed. Wang and Hsu note that, in Chapter 3, inquiry-based instruction holds significant promise for developing students‘ scientific literacy skills. The National Research Council (NRC, 2012) has developed the Next Generation Science Standards (NGSS) to provide a framework to promote students‘ core disciplinary, science, engineering practices, and information and communication technologies (ICTs) as cognitive tools to develop students‘ understanding of scientific inquiry and to cultivate their new literacy skills. These authors discuss a ―new literacy framework‖ as a technology integration model and suggest strategies to prepare science teachers to adopt the new literacy framework in their classrooms.
In Chapter 4, McPherson presents frameworks, principles and standards that can be applied to STEM education for hands-on, inquiry, and project-based learning to meet the goals of preparing students who pursue STEM related fields in college and careers. This author provides an overview of Project 2061, the technology, pedagogy, and content knowledge (TPACK) framework, and the guidelines for Universal Design for Learning as features of technology and instructional materials so that all students have opportunities to participate in the general education curriculum.