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Education Sciences
Special Issues
Teaching and Learning in STEM Education
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Teaching and Learning in STEM Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 October 2017) | Viewed by 45521

Special Issue Editor

Dr. Helen Meyer

E-Mail Website
Guest Editor
School of Education, University of Cincinnati, Cincinnati, OH 45221, USA
Interests: integrated science and mathematics teaching; secondary STEM education; urban science teaching; teacher education

Special Issue Information

Dear Colleagues,

This Special Issue of Educational Sciences welcomes submissions of manuscripts from scholars focused on STEM education research. STEM is used both as an acronym or short form for the disciplinary fields of which it is comprised, as well as a transformative interdisciplinary field of its own. In this Special Issue, we are interested in works aligned with the second vision of STEM, an interdisciplinary field in which the disciplines strengthen and support each other. This vision of STEM typically focuses on the use of open-ended, complex problems as the primary teaching and/or learning task.

In this Special Issue, “Teaching and Learning in STEM Education”, we are interested in submissions from across age levels, inclusive of young children through teacher preparation and professional development. Studies may involve traditional educational settings as well as informal educational settings or special programs from children or adults. All research methods will be considered, including: Quantitative, qualitative, mixed, and design-based and action research.

Topics for this Special Issue include, but are not limited to, the following:

  • student outcomes as a result of integrated STEM experiences
  • teacher implementation of STEM lesson
  • learning to teach integrated STEM
  • community engagement in STEM learning
  • community resources for integrated STEM learning

Dr. Helen Meyer
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • integrated and interdisciplinary instruction
  • complex problems
  • design-based instruction
  • informal STEM learning experiences
  • STEM teacher development
  • student outcomes

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (6 papers)

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Research

21 pages, 869 KiB  
Article
Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference?
by Konstantinos Katzis, Christos Dimopoulos, Maria Meletiou-Mavrotheris and Ilona-Elefteryja Lasica
Educ. Sci. 2018, 8(1), 16; https://doi.org/10.3390/educsci8010016 - 18 Jan 2018
Cited by 12 | Viewed by 6469
Abstract
The recent phenomenon of worldwide declining enrolments in engineering-related degrees has led to the gradual decrease in the number of engineering graduates. This decrease occurs at a time of increasing demand in the labour market for highly qualified engineers, who are necessary for [...] Read more.
The recent phenomenon of worldwide declining enrolments in engineering-related degrees has led to the gradual decrease in the number of engineering graduates. This decrease occurs at a time of increasing demand in the labour market for highly qualified engineers, who are necessary for the implementation of fundamental societal functions. This paper initially presents a survey of practices, which are currently employed by academic institutions in Europe in order to increase the attractiveness of their engineering studies. It then provides a detailed analysis of the benefits and proliferation of distance education to increase attractiveness of engineering studies based on a set of interviews. Results of this study, highlight a lack of a distance-learning dimension in the implementation of engineering studies in the European Area and discusses in detail ways in which distance learning can be utilised in engineering studies for the benefit of increasing their attractiveness. It has also been noted that institutions employing distance learning as part of their engineering studies, see this as highly beneficial for their students but also for the academic institution itself with some reservations in terms of the pedagogical adequacy of materials and instructional approaches used in distance education courses. Full article
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
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11 pages, 188 KiB  
Article
Teachers’ Thoughts on Student Decision Making During Engineering Design Lessons
by Helen Meyer
Educ. Sci. 2018, 8(1), 9; https://doi.org/10.3390/educsci8010009 - 11 Jan 2018
Cited by 17 | Viewed by 6412
Abstract
In this paper, I share the results of a study of teachers’ ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning [...] Read more.
In this paper, I share the results of a study of teachers’ ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning (CBL) model. The EDP embedded within the CBL model suggests teachers should provide opportunities for students to make decisions throughout the design process. The differentiation consolidation decision-making framework was used to understand the decision-making process. Study data was gathered from 16 teacher participants, interviewed and surveyed at entry into the program. The data were analyzed to understand the kinds of decision-making activities the teachers’ identified as possible for students to make based on eleven engineering design scenarios and the teachers’ current use of, and confidence in applying, lessons that engaged students in decision-making. The results indicated the teachers most frequently identified students that engaged in stage one decisions-making activities, i.e., problem identification and clarification. When the teachers discussed stage two and stage three decision-making activities, they most frequently discussed general problem solving or design process type activities with little differentiation of specific details of how the decision-making was to take place. In addition, in most cases teachers did not mention teaching or supporting student decision-making strategies. Full article
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
15 pages, 1628 KiB  
Article
Integrated STEM: Focus on Informal Education and Community Collaboration through Engineering
by Andrea Burrows, Meghan Lockwood, Mike Borowczak, Edward Janak and Brian Barber
Educ. Sci. 2018, 8(1), 4; https://doi.org/10.3390/educsci8010004 - 1 Jan 2018
Cited by 49 | Viewed by 11779
Abstract
This article showcases STEM as an interdisciplinary field in which the disciplines strengthen and support each other (not as separate science, technology, engineering, and mathematics disciplines). The authors focus on an open-ended, complex problem—water quality—as the primary teaching and learning task. The participants, [...] Read more.
This article showcases STEM as an interdisciplinary field in which the disciplines strengthen and support each other (not as separate science, technology, engineering, and mathematics disciplines). The authors focus on an open-ended, complex problem—water quality—as the primary teaching and learning task. The participants, middle school female students (aged 9–15 years), interacted in an informal educational setting (i.e., Girl Scouts) on a research project investigating river quality following the river’s restoration. The community, including Girl Scout participants, leaders, parents, university faculty, graduate students, and others, utilized an action research (AR) approach when interacting with the participants. Methods such as observational field notes, focus groups, and collected artifacts were commonly employed. The authors describe the history of STEM and AR leading to authentic science research projects through eight engineering skills/practices (incorporating science, technology, and mathematics) and showcase participant interactions, implementation, and community engagement in the STEM water quality river project. Findings indicate that informal engineering based projects can serve as opportunities for participants to connect with integrated STEM. Implications include the need for engaging participants in informal authentic science to support traditional school STEM learning and encouraging community engagement in integrated STEM to support traditional K-12 classroom instruction. Full article
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
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399 KiB  
Article
Narrative Inquiry on the Teaching of STEM to Blind High School Students
by Idalis Villanueva and Marialuisa Di Stefano
Educ. Sci. 2017, 7(4), 89; https://doi.org/10.3390/educsci7040089 - 12 Dec 2017
Cited by 9 | Viewed by 8007
Abstract
This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities [...] Read more.
This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ). Through its integration with science, technology, engineering, and math (STEM), NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12) to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms. Full article
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
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191 KiB  
Article
Identifying Initial Conceptions of Engineering and Teaching Engineering
by William Thatcher and Helen Meyer
Educ. Sci. 2017, 7(4), 88; https://doi.org/10.3390/educsci7040088 - 7 Dec 2017
Cited by 5 | Viewed by 5016
Abstract
The present study reports the use of an interview task to identify the initial conceptions of engineering and teaching engineering held by secondary mathematics and science teachers upon entering a professional development program. Results obtained from this task gave insight on several points, [...] Read more.
The present study reports the use of an interview task to identify the initial conceptions of engineering and teaching engineering held by secondary mathematics and science teachers upon entering a professional development program. Results obtained from this task gave insight on several points, including: (1) the requirements for a task to be considered engineering; (2) the role of a student in practicing engineering; (3) the role of the teacher in teaching engineering; and (4) the differences in discourse choices, between mathematics and science teachers, pertaining to conceptions of engineering and teaching engineering. Through understanding the beliefs of our teachers, appropriate action may be taken to ensure that we are fostering desirable classroom environments, as well as better understand how to prepare them for challenges that may present themselves in the classroom. Full article
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
2924 KiB  
Article
Remote Laboratories as a Means to Widen Participation in STEM Education
by Ian Grout
Educ. Sci. 2017, 7(4), 85; https://doi.org/10.3390/educsci7040085 - 23 Nov 2017
Cited by 27 | Viewed by 6810
Abstract
In this paper, a discussion is presented into how remote laboratories can be utilized in STEM (science, technology, engineering, and mathematics) education in order to provide and promote access to laboratory experiments via the Internet. This provision can be considered from a range [...] Read more.
In this paper, a discussion is presented into how remote laboratories can be utilized in STEM (science, technology, engineering, and mathematics) education in order to provide and promote access to laboratory experiments via the Internet. This provision can be considered from a range of viewpoints in how to use Internet-based technologies to allow remote access to physical laboratory experiments whilst taking into account the needs and wishes of the individual. In recent years, countries around the world have placed an increased emphasis on promoting access to education for traditionally underrepresented groups and also to improve the quality of STEM education. Despite this, gaining access to laboratory facilities and experiments for many people can still be a problem. Remote laboratories can, however, be designed, developed, and deployed to support access to STEM education by providing remote access to facilities that would not otherwise be accessible to an individual. Recently, a range of solutions have been developed and successfully deployed which can be used to both provide access to and improve the quality of an educational offering. This paper will consider how the remote laboratory can be developed and used. It can also be considered as an assistive technology which could be used to provide access to individuals with specific needs, such as disability. The paper will consider what a remote laboratory is and how it can be developed with accessibility in mind. Full article
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
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