It has been 40 years since science, technology, society, and environment (STSE) education first appeared in science education research and practice. Although supported among many educators worldwide, there is much confusion surrounding the STSE slogan. Widely differing discourses on STSE education and diverse ways of practicing, have led to an array of distinct pedagogical approaches, programs, and methods. We are left wondering how we might orient ourselves amid such a diversity of propositions. What does STSE look like in practice? What ideological orientations underpin its practice? In this
DATE:
TEAM MEMBERS:
Erminia PedrettiJoanne Nazir
resourceresearchProfessional Development, Conferences, and Networks
In this article, the author expresses her views on how science technology, engineering, and mathematics (STEM) standards can be developed to upgrade lifelong science learning. She mentions that the International Conference in the Learning Sciences (ICLS) that will be conducted by the International Society for the Learning Sciences (ISLS) will have an advantage to the development of the STEM standards. She also comments on the establishment of cyberlearning environments to improve science education.
The article discusses a program to make Latino parents feel more welcome to bring their children and families to a natural history museum. The participating institution created a number of learning materials designed to make the families feel more welcome at the museum. The study relied primarily on questionnaires given at various stages of the program. Parents responded that, in general, following the program they felt more comfortable going to the museum and no longer viewed it as a place that was foreign to them.
The article focuses on the inter-session enrichment science classes at the Natural History Museum of Los Angeles County in California. The program aims to provide out-of-classroom science learning experiences to local high school students. Topics such as marine science and archaeology will be offered. Under the program, students can engaged in activities, including conversations with museum scientists and open discussions. Several reasons have been provided by students who have participated in the program.
This article describes an initial attempt to find out students’ perceptions of class visits to natural history museums, with regard to the museum’s role as a place for intellectual and social experience. The study followed up approximately 500 Grades 6–8 students who visited four museums of different sizes, locations and foci. Data sources included the Museum Constructivist Learning Environment Survey (M-CLES), which was adapted from Constructivist Learning Environment Survey, an open-ended question and semi-structured interviews with 50 students. The three instruments highlighted some
It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school
The article discusses how STEM (Science, Technology, Engineering, and Mathematics) education resources can be implemented in to public libraries and services for teenagers. The author notes that with an increased importance placed on STEM subjects, it is important for librarians to consider resources and programs for students beyond what they typically offer. The article lists suggested ways librarians can integrate STEM into public library work, including introducing STEM resources to students when visiting schools, promoting STEM programs to parents and educators, and creating STEM booklists
The article discusses ways racial and ethnic minorities are excluded from science, technology, engineering and math (STEM) fields. According to the article, the lack of minority STEM professionals in industries is blamed on their less rigorous early educational experience, lack of mentors and difficult work environment. Library staff can help alleviate many of these disadvantages through teacher education and thoughtful programming for students in a professional environment.
The article discusses the Helen M. Marshall Children's Library Discovery Center in Jamaica, New York. The resource center is designed to encourage science learning, reflect the cultural aspects of Queens, New York, and allow students to engage in science experiments. Exhibits mentioned in the article include bug observations, color mixing, and using touch sensors to identify objects. Other topics discussed by the author include incorporating STEM (Science, Technology, Engineering and Math) education, library outreach programs, and teenagers on the library staff.
The article discusses how STEM (Science, Technology, Engineering, and Math) education will affect the work of teen librarians and the Young Adult Library Services Association (YALSA). According to the article, YALSA created a STEM task force whose objectives include developing a list of recommended reading related to STEM, compiling STEM resources online, and creating a "STEM in Libraries" toolkit.
The article examines how school library programs are uniquely suited to initiate innovative thinking on how to leverage resources such as science fiction to help young people see the value of science, technology, engineering, and mathematics (STEM) in their daily lives. The authors report on the Sci-Dentity project launched in January 2012 which involves the collaboration between researchers and librarians at the University of Maryland in designing ways to incorporate sci-fi to STEM.
DATE:
TEAM MEMBERS:
Mega SubramaniamAmanda WaughJune AhnAllison Druin
The article discusses strategies for public libraries to offer programs and resources for science, technology, engineering, and mathematics (STEM) education and activity programs. The author comments on how public libraries can partner with businesses to offer STEM resources to library patrons and strengthen the role public libraries play in terms of education in their communities. Topics include the possibility of public libraries learning from science fairs to incorporate displays and nonfiction book lists that promote science, as well as strategies to organize nonfiction book holdings.