Pub Date : 2023-01-19DOI: 10.1186/s40594-023-00398-8
Tong Wan, Constance M. Doty, Ashley A. Geraets, Erin K. H. Saitta, Jacquelyn J. Chini
{"title":"Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception","authors":"Tong Wan, Constance M. Doty, Ashley A. Geraets, Erin K. H. Saitta, Jacquelyn J. Chini","doi":"10.1186/s40594-023-00398-8","DOIUrl":"https://doi.org/10.1186/s40594-023-00398-8","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"10 1","pages":"1-17"},"PeriodicalIF":6.7,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46249696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1186/s40594-022-00394-4
Jarrad Hampton-Marcell, Tasia C. Bryson, J. Larson, Taylor Childers, Spencer L. Pasero, Cortez Watkins, Thomas Reed, Dorletta Flucas-Payton, M. Papka
{"title":"Leveraging national laboratories to increase Black representation in STEM: recommendations within the Department of Energy","authors":"Jarrad Hampton-Marcell, Tasia C. Bryson, J. Larson, Taylor Childers, Spencer L. Pasero, Cortez Watkins, Thomas Reed, Dorletta Flucas-Payton, M. Papka","doi":"10.1186/s40594-022-00394-4","DOIUrl":"https://doi.org/10.1186/s40594-022-00394-4","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"10 1","pages":"1-6"},"PeriodicalIF":6.7,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45765708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-18DOI: 10.1186/s40594-023-00396-w
Huiyan Ye, Biyao Liang, Oi-Lam Ng, C. Chai
{"title":"Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning","authors":"Huiyan Ye, Biyao Liang, Oi-Lam Ng, C. Chai","doi":"10.1186/s40594-023-00396-w","DOIUrl":"https://doi.org/10.1186/s40594-023-00396-w","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"10 1","pages":"1-26"},"PeriodicalIF":6.7,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44568546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-06DOI: 10.1186/s40594-022-00387-3
Olivia Palid, Sarah Cashdollar, Sarah Deangelo, Chu-Lin Chu, Meg Bates
{"title":"Inclusion in practice: a systematic review of diversity-focused STEM programming in the United States","authors":"Olivia Palid, Sarah Cashdollar, Sarah Deangelo, Chu-Lin Chu, Meg Bates","doi":"10.1186/s40594-022-00387-3","DOIUrl":"https://doi.org/10.1186/s40594-022-00387-3","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"10 1","pages":"1-16"},"PeriodicalIF":6.7,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45579903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.1186/s40594-022-00391-7
Timothy Hurt, E. Greenwald, Sara Allan, M. Cannady, A. Krakowski, L. Brodsky, M. Collins, Ryan Montgomery, R. Dorph
{"title":"The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators","authors":"Timothy Hurt, E. Greenwald, Sara Allan, M. Cannady, A. Krakowski, L. Brodsky, M. Collins, Ryan Montgomery, R. Dorph","doi":"10.1186/s40594-022-00391-7","DOIUrl":"https://doi.org/10.1186/s40594-022-00391-7","url":null,"abstract":"","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":" ","pages":"1-16"},"PeriodicalIF":6.7,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01Epub Date: 2023-03-26DOI: 10.1186/s40594-023-00414-x
Mikyung Shin, Min Wook Ok, Sam Choo, Gahangir Hossain, Diane P Bryant, Eunyoung Kang
The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words "computer" and "computer-assisted instruction" had the highest degree of centrality in the 1980s and 1990s, and "learning disability" was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of computer-assisted instruction, software, mathematics achievement, calculators, and testing. Despite some fluctuations in the prevalence in the 1980s, the support for visual materials, learning disabilities, robotics, self-monitoring tools, and word problem-solving instruction topics showed increasing trends, particularly after 1990. Some research topics, including apps and auditory support, have gradually increased in topic proportions since 1980. Topics including fraction instruction, visual-based technology, and instructional sequence have shown increasing prevalence since 2010; this increase was statistically significant for the instructional sequence topic over the past decade.
{"title":"A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling.","authors":"Mikyung Shin, Min Wook Ok, Sam Choo, Gahangir Hossain, Diane P Bryant, Eunyoung Kang","doi":"10.1186/s40594-023-00414-x","DOIUrl":"10.1186/s40594-023-00414-x","url":null,"abstract":"<p><p>The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words \"computer\" and \"computer-assisted instruction\" had the highest degree of centrality in the 1980s and 1990s, and \"learning disability\" was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of <i>computer-assisted instruction</i>, <i>software</i>, <i>mathematics achievement</i>, <i>calculators</i>, and <i>testing</i>. Despite some fluctuations in the prevalence in the 1980s, the <i>support for visual materials</i>, <i>learning disabilities</i>, <i>robotics</i>, <i>self-monitoring tools</i>, and <i>word problem-solving instruction</i> topics showed increasing trends, particularly after 1990. Some research topics, including <i>apps</i> and <i>auditory support,</i> have gradually increased in topic proportions since 1980. Topics including <i>fraction instruction</i>, <i>visual-based technology</i>, and <i>instructional sequence</i> have shown increasing prevalence since 2010; this increase was statistically significant for the <i>instructional sequence</i> topic over the past decade.</p>","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"10 1","pages":"23"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10039814/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9242284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Despite increasing awareness of the importance of promoting the social responsibility of science, technology, engineering, and mathematics (STEM) professionals, few intervention programs have been developed to enhance the social responsibility of college students or adults in the STEM fields. In this paper, we introduced a new instructional program, called ENACT (engage, navigate, anticipate, conduct, and take action) and examined whether the program increased the social responsibility among safety engineering students (N = 46) recruited from a university located in a southern metropolitan area of South Korea.
Results: In the ENACT program, the college students selected and explored socioscientific issues (SSIs) of their own interest then autonomously engaged in scientific and engineering group projects spanning a semester where they developed solutions to the SSIs and shared them with their communities. At the conclusion of the intervention in this study, they displayed an increased social responsibility regarding the consideration of societal needs and demands, civic engagement and services, and participation in policy decision-making. Social responsibility scores measured after the intervention (post-test) correlated with students' willingness to voluntarily participate in projects involving SSIs. In addition, the intervention effects were more pronounced for the students who initially had medium and low social responsibility scores.
Conclusions: We have shown that social responsibility can be nurtured by systemic instructional approaches, and increased social responsibility can lead to greater commitment to resolving SSIs. Mastering engineering content knowledge and skills is the key element of engineering curricula. However, we are compelled to incorporate social responsibility into the STEM curriculum. We believe that the ENACT model contributes toward this end.
{"title":"Promoting engineering students' social responsibility and willingness to act on socioscientific issues.","authors":"Yohan Hwang, Yeonjoo Ko, Sungok Serena Shim, Seung-Yong Ok, Hyunju Lee","doi":"10.1186/s40594-023-00402-1","DOIUrl":"10.1186/s40594-023-00402-1","url":null,"abstract":"<p><strong>Background: </strong>Despite increasing awareness of the importance of promoting the social responsibility of science, technology, engineering, and mathematics (STEM) professionals, few intervention programs have been developed to enhance the social responsibility of college students or adults in the STEM fields. In this paper, we introduced a new instructional program, called ENACT (engage, navigate, anticipate, conduct, and take action) and examined whether the program increased the social responsibility among safety engineering students (<i>N</i> = 46) recruited from a university located in a southern metropolitan area of South Korea.</p><p><strong>Results: </strong>In the ENACT program, the college students selected and explored socioscientific issues (SSIs) of their own interest then autonomously engaged in scientific and engineering group projects spanning a semester where they developed solutions to the SSIs and shared them with their communities. At the conclusion of the intervention in this study, they displayed an increased social responsibility regarding the consideration of societal needs and demands, civic engagement and services, and participation in policy decision-making. Social responsibility scores measured after the intervention (post-test) correlated with students' willingness to voluntarily participate in projects involving SSIs. In addition, the intervention effects were more pronounced for the students who initially had medium and low social responsibility scores.</p><p><strong>Conclusions: </strong>We have shown that social responsibility can be nurtured by systemic instructional approaches, and increased social responsibility can lead to greater commitment to resolving SSIs. Mastering engineering content knowledge and skills is the key element of engineering curricula. However, we are compelled to incorporate social responsibility into the STEM curriculum. We believe that the ENACT model contributes toward this end.</p>","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"10 1","pages":"11"},"PeriodicalIF":5.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9909146/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10721291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Finding effective ways to engage students in sense-making while learning is one of the central challenges discussed in mathematics education literature. One of the big issues is the prevalence of summative assessment tasks prompting students to demonstrate procedural knowledge only, which is a common problem at the tertiary level. In this study, in a large university classroom setting (N = 355), an instructional innovation was designed, developed, implemented and evaluated involving novel tasks–Knowledge Organisers. The tasks comprised prompts for students to generate examples/non-examples and construct a concept map of the key mathematical concepts in the course. The initiative's design was based on the current understanding of human cognitive architecture. A concept map is a visualisation of a group of related abstract concepts with their relationships identified by connections using directed arrows, which can be viewed as an externalisation of a schema stored in a learner's long-term memory. As such, we argue for a distinction between a local conceptual understanding (e.g., example space) versus a global conceptual understanding, manifesting through a high-quality concept map linking a group of related concepts. By utilising a mixed-methods approach and triangulation of the findings from qualitative and quantitative analyses, we were able to discern critical aspects pertaining to the feasibility of implementation and evaluate learners' perceptions. Students' performance on concept mapping is positively correlated with their perceptions of the novel tasks and the time spent completing them. Qualitative analysis showed that students' perceptions are demonstrably insightful about the key mechanisms that supposedly make the tasks beneficial to their learning. Based on the results of the data analyses and their theoretical interpretations, we propose pedagogical strategies for the effective use of Knowledge Organisers.
{"title":"Knowledge Organisers for learning: Examples, non-examples and concept maps in university mathematics","authors":"I. Jeong, T. Evans","doi":"10.3934/steme.2023008","DOIUrl":"https://doi.org/10.3934/steme.2023008","url":null,"abstract":"Finding effective ways to engage students in sense-making while learning is one of the central challenges discussed in mathematics education literature. One of the big issues is the prevalence of summative assessment tasks prompting students to demonstrate procedural knowledge only, which is a common problem at the tertiary level. In this study, in a large university classroom setting (N = 355), an instructional innovation was designed, developed, implemented and evaluated involving novel tasks–Knowledge Organisers. The tasks comprised prompts for students to generate examples/non-examples and construct a concept map of the key mathematical concepts in the course. The initiative's design was based on the current understanding of human cognitive architecture. A concept map is a visualisation of a group of related abstract concepts with their relationships identified by connections using directed arrows, which can be viewed as an externalisation of a schema stored in a learner's long-term memory. As such, we argue for a distinction between a local conceptual understanding (e.g., example space) versus a global conceptual understanding, manifesting through a high-quality concept map linking a group of related concepts. By utilising a mixed-methods approach and triangulation of the findings from qualitative and quantitative analyses, we were able to discern critical aspects pertaining to the feasibility of implementation and evaluate learners' perceptions. Students' performance on concept mapping is positively correlated with their perceptions of the novel tasks and the time spent completing them. Qualitative analysis showed that students' perceptions are demonstrably insightful about the key mechanisms that supposedly make the tasks beneficial to their learning. Based on the results of the data analyses and their theoretical interpretations, we propose pedagogical strategies for the effective use of Knowledge Organisers.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"15 1","pages":""},"PeriodicalIF":6.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78284343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.
{"title":"Enhancing technology leaders' instructional leadership through a project-based learning online course","authors":"M. Wu, Lan Li, Yuchun Zhou","doi":"10.3934/steme.2023007","DOIUrl":"https://doi.org/10.3934/steme.2023007","url":null,"abstract":"This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"33 1","pages":""},"PeriodicalIF":6.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75197445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hongbo Zheng, Bihui Zhang, Huan Xu, Xiaochun Wei, Ryuji Tada, Qing Yang, Wanshu Yang
The Taklimakan Desert is one of the largest deserts and sand seas in the world and plays a critical role in the global aerosol (eolian dust) system, impacting both climate and ecosystems on continents and over oceans. Geological evidence suggests that much of the western part of the Tarim Basin, which is now covered by the vast sandy desert, was once the eastern fringe of the Paratethys Sea. After the retreat of the sea, the area transformed into a fluvial system before becoming an mountain front alluvial fan system due to the uplift of the northern Tibetan Plateau. Deserts developed during this period, as sand dunes and eolian loess deposits were formed and buried to become part of the sedimentary sequence. Dating of these sequences suggests that the Taklimakan Desert, in a similar form to what we observe today, came into existence no later than 25 million years ago. Taklimakan Desert was formed as a response to a combination of widespread regional aridification due to the rain shadow effect and increased erosion in the surrounding mountain fronts, both of which are closely linked to the tectonic uplift of the Tibetan-Pamir Plateau and Tian Shan, which had reached a climatically sensitive threshold at this time.
{"title":"Birth of the Taklamakan Desert: When and How?","authors":"Hongbo Zheng, Bihui Zhang, Huan Xu, Xiaochun Wei, Ryuji Tada, Qing Yang, Wanshu Yang","doi":"10.3934/steme.2023005","DOIUrl":"https://doi.org/10.3934/steme.2023005","url":null,"abstract":"<abstract> <p>The Taklimakan Desert is one of the largest deserts and sand seas in the world and plays a critical role in the global aerosol (eolian dust) system, impacting both climate and ecosystems on continents and over oceans. Geological evidence suggests that much of the western part of the Tarim Basin, which is now covered by the vast sandy desert, was once the eastern fringe of the Paratethys Sea. After the retreat of the sea, the area transformed into a fluvial system before becoming an mountain front alluvial fan system due to the uplift of the northern Tibetan Plateau. Deserts developed during this period, as sand dunes and eolian loess deposits were formed and buried to become part of the sedimentary sequence. Dating of these sequences suggests that the Taklimakan Desert, in a similar form to what we observe today, came into existence no later than 25 million years ago. Taklimakan Desert was formed as a response to a combination of widespread regional aridification due to the rain shadow effect and increased erosion in the surrounding mountain fronts, both of which are closely linked to the tectonic uplift of the Tibetan-Pamir Plateau and Tian Shan, which had reached a climatically sensitive threshold at this time.</p> </abstract>","PeriodicalId":48581,"journal":{"name":"International Journal of Stem Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}