STEM refers to the four specific disciplines–Science, Technology, Engineering and Mathematics. STEM education was meant to develop interests and competence for K-12 and college students to be able to work in STEM fields either as scientists or experienced workers after they graduate. However, people who proposed the STEM education idea may not be the people who stand on the ground to realize the goals of STEM education. Nevertheless, people have seen strong governmental “pushes” in many countries. Some institutions and individuals are also promoting STEM/Maker movement actively to make STEM a “hot” topic in the past few years. There are several stages to the “chain of command” until STEM policies become STEM teaching and learning practices.
Research shows that students’ interest, motivation and excitement of learning science declines over the course of their education. This decline corresponds with a poor understanding of core scientific ideas, low achievements on national and international testing, and a persistent achievement gap among students of diverse social-economic background. One reason for this decline is that learners perceive science and science education as ‘irrelevant’ both for themselves and for society. To tackle these issues, we developed Health in Our Hands (HiOH), a middle school science curriculum that focuses on disciplinary core idea of gene-environment interactions and their effect on health issues that impact students and their families– diabetes and addiction. The curriculum was enacted across 6th grade classrooms in a large high-needs urban district in a Midwestern state for three consecutive school years (nstudents=1000; nteachers=20).
Title: "Revolution in Engineering Education: Creating a more inclusive and meaningful environment for students and faculty"
Abstract: With an NSF Revolutionizing Engineering and Computer Science Departments (RED) grant, the School of Chemical, Biological and Environmental Engineering at Oregon State University seeks to create (1) a culture where everyone in the CBEE community feels valued and that they belong, and (2) to create a learning environment that prompts students and faculty to meaningfully connect curricular and co-curricular activities and experiences to each other and to professional practice. In this fourth year of the grant we are emphasizing embedding our learnings in the processes and routine practices of the School.
This talk presents analysis of some of the ambiguities that arise among statements with the copular verb “is" in the mathematical language of textbooks as compared to day-to-day English language. We identify patterns in the construction and meaning of is statements using randomly selected examples from corpora representing the two linguistic registers. We categorize these examples according to the part of speech of the object word in the grammatical form “[subject] is [object].” In each such grammatical category, we compare the relative frequencies of the subcategories of logical relations conveyed by that construction.
Abstract: Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K-12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students’ difficulties.
Title: That’s Beautiful! Aesthetics and Science Education
Abstract: One of the central roles of science education is to cause students to fall in love, and therefore become interested and engaged in science. Gallagher (1997) wrote “We become what we love. Our destiny is in our desires, yet what we seek to possess soon comes to possess us in thought, feeling, and action. That is why the ancient Greeks made the education of erōs, or passionate desire, the supreme aim of education. They thought it necessary to educate erōs to desire the good” (p xiii).
Riverfront Banquet Center, 1 Riverfront Plaza, Flint, MI 485
The public is invited to attend the Youth Diabetes Health Summit where 6th graders from Flint Community Schools and Clio Schools will report the findings from Community Action Projects to answer the question, “How can we work together to make our community healthier?”.