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STEM Education - Science topic

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Questions related to STEM Education
Scientific description of the world: What do we all know ?
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What do we all know ? Please add to the list below, or comment or provide references (maybe already done somewhere). I have often dreamt of a book either paper or e-book. The subject would be: "what is our common knowledge ? " means "everybody knows this". Various and disordered examples ? 1- all matter around us is made out of atoms (1906: Ostwald gave up with opposition; Balls and Sticks model) 2- neurons are a key component of brain (a century ?) 3- living cells exist and are a key level of matter organization in life ( how old?) 4- information of life is stored in DNA (less than a century) 5- speed of light is finite (century) 6- light is made of photons (century) 7- electrical current is made of moving electrons (century also?) 8- there are four fundamental interactions (to what extent is this known ?) 9- atoms are not all stable (radioactivity) 10- nucleus include protons and neutrons 11- water molecule is H2O 12- sun is a nuclear reactor 13- earth is rotating around the earth 14- sun is part of the milky way, our galaxy 15- earth is a sphere 16- heat is microscopic consequence of molecular random movements. 17- there exist plus and minus electrical charges 18- fire is chemical reaction (cooking, breathing,...) 19- sound is air vibration 20- please add or correct 21- ... I do not mean fancy or questionable points but bare and very important facts needed to understand the world around us. This was the spirit of Feynman quote about the one sentence scientific message: what is really important, what should I really know, what should we share as key knowledge. For some listed above, that this is known by everybody might not be obvious. Even more questionable: - I cannot go through a wall: Pauli principle at work. Again this has been put on the table by Feynman. This is of incredible importance to understand the world around us but very rarely emphasized for large audience (if true, this maybe because the spin statistics theorem is so difficult). - gamma rays, X ray, UV, visible light, IR,.. are all the same: EM waves or photons. - photosynthesis is light absorption to produce chemical energy (CCD do essentially the same...) - light is EM wave But altogether, if this list was established even approximately ( using a quiz) the good new would certainly be that we share a lot of scientific knowledge that is the substrate at the bottom of our representation of the world. Another remark would be that most of these "evidences" are fairly recent scientific knowledges. It seems that they moved from research results to evidences in a rather short time (typically a century?). Sometime after very tough discussions at different levels.
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Thanks. I'll think about this. Meanwhile, error in point 13!
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Informal learning was once constrained to places like libraries and museums. At one point in time zoos stood little chance of getting grants focused on informal learning. As STEM has risen in prominence I am wondering how informal STEM learning may or may not have changed the definition of informal learning. Where can it take place? Can it happen in schools and if so, under what conditions would it be considered informal, and finally are zoo, businesses, labs, and universities participating as locations for informal STEM learning and under what conditions? What operational definition are you using to include these former bastions of formal education only.
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If you are interested in STEM informal learning I would suggest reading Falk Rennie, Dierking, Stocklmayer and McComas as well as the authors referenced in their papers. The emphasis on informal learning seems to be that it is often driven by an individual's intrinsic interest in a subject and their own motivation. Falk also emphasizes that an individual exerts a much greater degree of choice and control over their learning in informal education. I believe it is Rennie who breaks down the most critical ways in which informal and formal education differ. Either way - a very good read.
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LEGO is being used in STEM education, but not widely in the English learning area. I have found that using LEGO in concept discussions is a great tool that gets students to think at a much deeper level, which consequently transfers into better quality written responses. I am looking for any research that has been done in this area - there is some for elementary school, but not high school.
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I'm not sure if if any research has been done, but you might want to look at the use of Cuisinaire rods in the Silent Way (Cattengno).
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Is it possible to apply the project STEM a college education, especially at colleges with a relationship?
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STEM education: studying Science, Technology, Engineering, Mathematics.
In practice, this can take various forms. Optimally, it should depend on the students' interests and talents.
I and many others did well, by learning STEM subjects, in isolation - i.e., not integrated.
Other subjects that are important to produce graduates that are innovative in research and technology include Philosophy and the arts (including literature and composition, music, drawing and painting, etc.). Besides this, students need to cultivate a love for learning, inquiry, and working for the greater good.
Antonio Lucero
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I really appreciate if anybody can help me sharing article,journal,thesis disertation on 
1.How to develop framework for training
2. STEM education for future job
tq in advance
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I was part of a collaboration which did some work (some time ago!) looking at if it was important to include STEM Education within Technology Education Teacher Education Courses.
You can access it here:
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What do you think STEM application on Vocational High Schools' Curriculum?
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Thank you Dr, for your advice and comment. Best Regards
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It was surprised when education invited STEM education into classroom. Most educators interested in diverse activities that allowed their students active with stuffs and creations. What is the really goals of STEM? Too much workshop emphasized on the activities, but I think it should be shaped their learning behavior and higher ordered-thinking than those activities in school hours.
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Prasart, I've always viewed the real goals of STEM as follow:
1. To study how to boost student interests in STEM.
2. To develop, design and implement effective teaching pedagogies in STEM with relevant on-hand training that will translate to transferable skills for students planning to enter the STEM workforce.
3. Enhance the reading, inquisitive, explorative and innovative side of students so that they could boost the economic drive of whatever country/community they reside in. 
I too agree that there are way too many workshops and not enough stimulative thinking in STEM curriculums. There are too many demonstration approaches which takes away the natural curosity of human beings to figure out how things work themselves rather than someone informing them.  
Can you also elaborate on what is meant by higher-ordered thinking? What would be an example of this "method" inside of a classroom setting?
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STEM EDUCATION curriculum built 
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Curriculum designer or STEM education is needed?
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I feel a strong desire to build expertise in ML/AI. And a Ph.D. curriculum will give me the opportunity and dedicated time to dive deep into this area. 
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There are certainly many such positions. To find them, you need to contact the professors working on these topics in the country where you want to apply, to see if they have some positions available in their lab.
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I need more info about the condition of research in Indonesia especially about STEM Education that it was published in Journal.
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Dear Bevo
Here are a couple of research papers to get you started:
(one of which is already on Research Gate)
Good Luck!
Best wsihes
David
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On reflection of the present generation of science researchers' quest. The paradigm shift in the impact of science education in the 21st century. Since the era of advance information technology i.e from 1990. Compare with Newton, Einstein, Faraday, Plank, Avogadro, Graham, Michealis-Menten, etc.
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@ Matthias R. Schaefer
I have edited the question. 'Quest' - exploration, pursuit etc. But there is no confusion of terms, equation is a function in education, and is relevant to the present global STEM education challenges.
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Dear colleagues,
I wonder if any one has experience in developing theories for STEM education. What's about ideas to choose subjects for enhancing STEM's skills and how to evaluate properly at different class levels. What's a role of each letter in STEM abbreviation and its development due to different approaches?
Thanks for your concern!
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Although an old thread - thought it was worth adding this:
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How popular /beneficial is the curriculum design of STEM Education in your country?
Your kind responses are highly appreciated.
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This questionnaire provides a description of your leadership in technological pursuit which I will use for my research. It is for evaluation of leaders in academic and industry that are making feat in technological advancement. Twenty‐seven descriptive statements are listed. Judge how frequently each statement fits you. The word others may mean your followers, colleagues, clients, students, staffs, or group members
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done
Good luck for result
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I am working on a P&P survey about attitudes toward science and I would like to include some gender's stereotypes measurement. However, the straightforward tests are usually assisted by computers. There are some experiences applying paper & pencil IAT, but I would like to hear some hot knowledge about it. Does anyone have an experience applying P&P IAT? How did it work?
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I haven't used paper and pencil IAT, but I have worked with other paper and pencil implicit measures. The major limitation is that, instead of getting a set of continuous reaction times for each item that you can then aggregate, you end up with a set of categorical responses to each item that are counted so as to be turned into a continuous variable. Consequently, you end up with both less and lower quality data, which is damaging to statistical power. Combining loss of statistical power with the fact that implicit effect-sizes are often relatively small, paper and pencil implicit tests represent a serious risk of failing to obtain statistical significance.
Still, paper and pencil tests may be necessary depending on availability of resources or the environmental context in which participants are completing the test.
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What are the main properties and characteristics of sustainable education?
What is the value of sustainable education?
How it contributes to 21st century learning?
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Education for Sustainable Development is one of the most important modern and important trends in countries, in light of the social, economic and environmental changes. It is a strong organization that promotes the requirements of citizenship and belonging and exploits the available and possible resources to ensure good outcomes in the current generation and guarantees the right of future generations to education. The Education Reorientation Project aims at integrating sustainability concepts into curricula to adopt the Education for Sustainable Development (ESD) strategy and develop a reference guide for integration.
Why do we call it STEM when it is only science?
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After attending the 2019 ASTE conference I became aware that science education research faces a problem called STEMIFICATION. I could easily count at least 8 posters, 27 oral presentations and 3 workshops about STEM. In any poster, presentation or workshop that I attended (and I assisted to most of them) I could not stop asking "Why do we call it STEM when it is only science?" No one seemed to have an answer, but many went ahead enacting STEM, whatever STEM may be and look like... Terms such as STEM classrooms, STEM instruction/teaching, STEM classrooms, STEM summer camps, STEM clubs, and STEM schools were being used enthusiastically without providing even a tentative and operational conceptualization or definition of the construct/topic under study. Some oral presentations went further and advocated for integrative STEM, but the example provided were far from being integrative at all and were mainly using the so called "Engineering Design Process", which in fact did not differ from the overly used, poorly conceptualized and epistemologically incongruent hands on/minds off type of classroom activities. I am no detractor of the STEM movement. I am really for a change in science education curricula and its delivery, but I do think that adopting a "lets Stemify schools" mindset without defining what means integrative STEM education and how does it look like in classrooms is making more harm than good. Science education research has been struggled for years for inconsistencies in results due to poor conceptualization and definition of what was being studies. And this is no exception.
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I've been involved in providing training in STEM topics (electronics, robotics and programming mainly) to school students and teachers in Australia for quite some time now. There can be multiple options, in terms of technology tool, that can support teaching of STEM topics. I want to understand how do you zero-in on a particular (off-the-self) STEM kit? What criterion you get ticked before placing the order?
PS: I'm focusing more at technology kits in the area of electronics, programming and robotics education in schools.
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This is definetely a very important question, concerning many educators. I am tempted to follow the theory of Wagner (2005), who points 4 indicatorsQ
1) Input (what is there available? what is there easy-to-find)?
2) output (what results can we achieve?)
3) management (how easy is it to use in the classroom? learners' familiarization? context assistance?)
4) cost
Kozma, Robert B. "Monitoring and evaluation of ICT for education impact: A review." Monitoring and Evaluation of ICT in Education Projects 19 (2005).
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I have utilized Qualtrics and SurveyMonkey in the past, and I truly appreciate the look/feel both for researcher and participant found with Qualtrics. What do you use, and what would you recommend to do if funding is difficult to secure for a more expensive survey application (i.e. Qualtrics) for a three to six month study?
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Google forms is also very good survey administrative system which is free and easy to use.
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According to a report published by UNESCO, 0.1% of the global population (in 2013) were researchers? Does anybody know the current numbers?
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This question might not have appeared on this platform when many of you were logged in. I have been reviewing papers and other reports. Today I am sharing you facts from Pew Research Center (see at the link)
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Has anyone been involved in Makerspace at the University Level?   I was reading online and notice that several universities are talking about that.  For the most part this is in Lower and Middle school but it seems to be moving out into universities as well.  Is this necessary or not?   Your thoughts please!
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STEM: Science Technology Engineering and Mathematics
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One country is United States, the answer is, so far is a fail. They must brin scientist for other countries.
Now, I would go to the countries where science is so good that open the American doors, for example India and Brazil for technology, Japan and Mexico for science...
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For me STEM activities are fun, but what are the best ways to persuade school students this is true?
Article Junkbots
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Personally, I don't worry about making it fun, depending on how you define fun. I have spent a lot of time making it (science) interesting/thoughtful/creative/argumentative/valuable/'normal'/'real life' eg mechanics/useful etc. In other words, I try to design curriculum that inspires new ideas that need following up by the students. If they have ideas they want to followup, then they are hooked, but I don't aim for fun, though I can be funny. Pleasure might be a better word to use.
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Our laboratory equipment runs on 1990´s Ms-Dos based software, we need to convince our administrators to buy the popper upgrades.
I need some reference bibliography, to show that the students will be more inspired by the new software (it´s Atari Vs. Xbox).
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"The physical laboratory system has now become quite universal. No university
in the world can now live unless it has a well-equipped laboratory."
Lord Kelvin (1885)
You may want to turn the argument not into talking about interest and engagement, but into training young scientists using up-to date equipment and software. Here are links to some papers you may find useful:
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My colleagues and I ran panel discussions for science & engineering college major focused on balancing family with careers in science/engineering/computer science research. We have nice data two years in a row to show the outcomes in changed attitudes. Can someone suggest a good journal for a short paper? This was one activity in an undergraduate research program designed to attract more students to careers in science and engineering/computer science research.
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Anna, the Career Development Quarterly is a good option. This journal is published by the National Career Development Association of the USA. The journal covers empirical research and evaluations of interventions. You may also want to consider the Australian Journal of Career Development which is now published by SAGE.
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I'm not sure my thinking is correct. Please advise me. Thank you.
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I’ve read a few papers discussing the effects of grading using normative criteria (on the curve) vs. using specific learning criteria mostly in K-12 setting. I’m interested in reading more and especially papers in undergraduate and STEM settings. Thanks.
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Well, buried in a huge report, as best I recall, there is some stuff on the relationship of grades on persistence of women in undergraduate engineering majors. I do not believe we inquired about the campus grading policies in our study, but you are welcome to wade through the report for yourself. It's in my profile. It's called "Final Report of the Women's Experiences in College Engineering (WECE) Project." I am not sure what page it is on, but it's listed as a "book," the only one. It's far and away the most downloaded thing from my profile, though I don't know why.
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Among the engineering and science female student enrollments in my school in the last 5 years, the highest number in most of those years happened to be in computer science. Am interested in investigating the reasons for such interest in CS. I will appreciate contributions from researchers having any information on this.
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I remember an old computer game (called Tetris) by a Russian programmer, where the player had to rotate and move objects with straight edges (squares, rectangles, and more complex ones) that were falling down to build a solid row at the bottom of the box. That helped in two-dimensional thinking, I suppose.
With the capability of spatial reasoning we can create and manipulate virtual images in our mind in 3D. This is an indispensible prerequisite for medical professionals, engineers and physicists, to mention a few.
How can we teach spatial reasoning? What are your experiences and thoughts?
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Our mind is the creator of built spaces, levels, stairs and cellars. Possibly we are born to imagine such spaces, because they don't exist in nature.
How to help students? If they were design students they would have to draft in their first semester. If there's nothing in your field, you could teach them Revit, and take advantage of computer drafting. The simplest program I know is 3D home architect, if it is still in use; but I think there may be some problems for proper learning if a methods is too simplified. Legos for example, allow children to pressure-fix pieces, and this doesn't teach the direction and placement of parts in equilibrium. On the contrary, they could hardly get a sense for it from pressure bonded pieces. Perhaps the legos of today are the very reason why young adults didn't learn about equilibrium as much as a child who equilibrated playing cards, and experimented with gravity.
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I am interested studying the impact of using the mathematics module on Khan Academy (khanacademy.org) and Chemistry course outcomes. I have not found anyone doing independent research. Science Education? MOOCS research? STEM pipeline building?
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I've recently completed some research on a flipped classroom (using professor generated videos rather than Khan). The students did not watch the videos.  The professor taught better in the "flipped classroom", but this was only related to the videos in that the professor reported feeling like the videos provided a safety net if his more progressive pedagogy didn't work.
Not quite what you're asking, but related. 
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I intend to perform a literature search myself, but I want to know if someone has a favorite they themselves have performed. I am currently teaching a Chemistry class. Your help is appreciated. Thank you.
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How about "SiO2 nanoparticle and its optical application"?
I have a lecture of 3h, and I performed the Stober method to prepare SiO2 nanoparticles.
In the 1st hour of lecture, I demonstrated the reaction.
"These clear solutions are mixed....See! the solution becomes milky white."
Then, I explained the Stober method and the particle formation process.
The reaction will be observed within several minutes, and almost accomplished within 1 hour.
In the 2nd hour, I spread the dispersion of SiO2 nanoparticle onto a glass plate, and the plate was slowly dried.
In the 3rd hour, I got the dried film of SiO2 nanoparticle with beautiful opal color.
I explained the self-assembly of nanoparticles and the application of photonic crystal.
Next week, the SiO2 nanoparticles precipitated to form a opal layer in the bottle.
You just need TEOS, ethanol, water, and ammonia solution.
The conc ammonia solution stinks, but you can prepare the diluted solution before the class, it was not so bad smell.
You need to practice several times to optimize the reaction conditions, but not so difficult.
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If you don't have 3 hours a day, silver or gold nanoparticles can be prepared.
A reaction of AgNO3 and NaBH4 with citric acid can immediately provide a yellow solution. When you use NaAuCl4, you will get a orange ~ wine-red solution.
Silver and gold can change their color when they become the nanoparticles.
It is a quantum effect, "Plasmon". I demonstrated the synthesis and explained the theory.
I also explained a morphological control of gold nanoparticles by my method.
The gold nanoparticle synthesis with citrate by heating (Turkevich method) is a standard method, but it need the boiling condition. So, I am not sure if it is suitable for your case. You need a burner or electrical heating system. My lecture is in the ordinary class room, so, I could not use the fire and used the reaction of "just mixing".
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STEM education and educational technology are two growing research fields both with great potential. The studies in the application of innovative educational technologies in STEM education can facilitate the integration of theories and practices in STEM education and educational technologies, and provide insights into the use of innovative educational technologies to help learners’ learning outcomes derived from STEM education.
This workshop aims to provide an interactive channel for interdisciplinary researchers, teachers, and software developers to present short papers, to communicate and discuss with one another on relevant issues regarding the application of innovative educational technologies in STEM education.
In ICCCE 2012 and ICCE2013, the 1st and 2ed workshops on application of innovative educational technologies in STEM education were held successfully. The value of the workshop was recognized and received widely positive feedbacks from the participants. They suggest and continue to appeal for more workshop series. We believe ICCE 2014 participants will get interested in this issue, and those researchers who had relevant experience of this issue can also share and interact with one another in this workshop.
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I need statistics on the number of studies about the STEM education. Is there any systematic review or meta-analysis on STEM education studies which including number of studies by years (2004-2014 etc.).
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Not a quantitative count but Russel Tytler's chapter in the most recent Science Education Handbook is excellent:: 
Tytler, R. (2014). Attitudes, identity, and aspirations towards science. In N. Lederman & S. Abell (Eds.), Handbook of Research on Science Education (Vol. II). New York & London: Routledge.
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Engineers often design solutions to problems within constraints using applications of science and math. But those solutions might sit on a shelf until policy places them in action. To promote development (or improvement, or innovation, or whatever buzz word you wish to use), is it important for engineers to engage the policy world? Politics is always politics. Is engineering without politics something real, or is it hollow?
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In world of increasing complexities, single disciplines (eg, engineering) alone cannot solve real life problems. Hence the use of transdisciplinary approaches which crosses and embraces all perspectives, from the engineer, plant breeder, physiotherapist, environmentalist to the policy maker is critical and timely. The engineer standing alone with his designs and prototypes cannot solve all the problems. Who uses the machines? What is the feedback from the users, who measures the impact of the machine on the people and the environment? It lies not on the epistemology of the engineer, but by other scientist. So all categories of perspectives need each other in a globalized world like this earth. Be engaged in policy and interdisciplinary discourse to champion the course of your belief like Kuhn, (1962) said, that’s the only you can be powerful and influence minds on your specialty.
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How can universities help to engage with STEM? Is it to get undergraduate or postgraduate students to lead, or should it be the staff? Where there is limited money to do these activities, is it best to concentrate efforts on to a small group of people or wider more general activities?
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Hi Scott, 
I encourage you to have a look at the following presentation by Professor Croft at the recent STEM2014 conference. It particularly concerns engagement of women in STEM but much of the talk applies equally to both genders. Hope this helps. Kevin
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The manuscript is divided into three parts, (1.0) from 1990 to the present, where I develop models and make 8 measurable predictions, (1.5) from the present to one generation hence, where these are applied using several hundred modalities for culture change where possible and awareness building where not, and finally (2.0) to two generations or more from now where I develop scenarios for what normal gender equity looks like, given that it will not be perfect and expressed very differently in different cultures. This timeline is sandwiched between a top-down approach based on culture and a bottom-up approach based on neuroscience.
If you would like additional details, predictions and measures, a formal proposal or the full manuscript, I am only too happy to oblige.
I attach a 3-page proposal I wrote for a talk at the October 2014 Grace Hopper Celebration. It was rejected. The reviewers wisely and conservatively preferred to receive talks based on published literature. My book is unpublished. It is also unreviewed. This proposal will serve as an introduction, however, to the first third of the book. The conference organizers maintain a strict 70-word limit on abstracts, so, this one may appear somewhat choppy:
Abstract
1974: My STEM wake-up call comes when Martha opens our Algebra-II textbook to a NASA Mission Control photo and asks "Where are the women?" 2014: coding Short- Term Memory glucose supply models for my STEM and gender book suggests math errors bring momentary sharp pain and math work heats the scalp, without gender effects. With socialization, dress and hair, gender effects kick-in. We can intervene. There’s good news for men too.
I welcome your comments and criticisms on the manuscript which I can send links to for all who are interested.
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I think your master piece has to look at beyond the the visible social constructs in terms of space etc to how these discourses have consciously or unconsciously influenced the choice of female careers especially in the science and mathematics dominated areas and also in higher education.
As an African women for instance I have social expectation of getting married. As such my level of education is not of any importance so long as I am not married or have children. Based on these I have come to realise within theses few years in the academia and research that,  females make their career choices- consciously and unconsciously (I say because it has become so ingrained in them they need not think twice about it before it becomes their first option of choice) with these words in mind 'I am a woman, someday I will be a wife and a mother and I have to take all these into consideration when making career and other choices'. They thus opt for jobs that will bring them home early to cater for their families an by this mathematics and science related programmes are not of utmost priority since you may have to work long hours, get called for emergencies if the need be in organisation which are highly technological e.g. a computer scientist.
Another item is also that  in the current job fields postgraduate studies play a very critical role in your competitiveness in the job market. Educational institutions that make use of mathematics teachers are seeking for candidates with Maters, PhDs' and Post doctorates. Here the same level of intrernalised social constructs of women come to play.  After first degree I get married. Care of the home and these children becomes a responsibility and so on. I will have to sacrifice as a woman, a wife and a mother for long number of years depending on the number of children I have and my partners level of tolerance for female education and pursuance of intensive careers.  I therefore am limited by age and qualification to pursue these careers by the time i get back to the job market free of all these responsibilities.
If you are using primary data try and find out this. I think it can be helpful.
As a professional, what is your role to ensure that STEM education contributes to the competitiveness of your country and a brighter economy?
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Sometimes I reflect that as a Biology teacher, I have quite forgotten the T and E of STEM education.  Of course I must make conscious effort not to do that.  I quote: 'We have never worked harder and have never enjoyed work more, because, with rare exceptions, the work was significant, self-directed, constructive and therefore interesting' (Helen and Scott Nearing).  As a professional in your particular field, what are your reflections and your role to ensure that STEM education contributes to the competitiveness of your country and a brighter economy? 
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Dear Miranda I am not directly involved in STEM education at schools. My main teaching is in of course the T and E part of STEM but at a latter stage. In USA there is a large push for STEM education. We periodically meet high school students and provide them glimpses of what is involved in technology and how it is beneficial to them. We also conduct small workshops during summer when the students including women to come to our University and participate in actual hands on activities in technology. It encourages them to take up technology fields as they grow up. http://www.ed.gov/stem http://www.pbs.org/teachers/stem/ http://www.nea.org/home/stem.html
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The history of the human race is a history of the application of imagination, or innovation and creativity, to an existing base of knowledge in order to solve problems or express thoughts. From early writing in Mesopotamia, the Chinese abacus, the Syrian astrolabe, the ancient observatories of India, the Gutenberg printing press, the internal combustion engine, penicillin, plant medicines and cures in Southern Africa, the transistor, semiconductor nanotechnology, recombinant DNA drugs, and countless other discoveries and innovations, it has been the imagination of the world's creators that has enabled humanity to advance to today's levels of technological progress. I am interested in determining what type of intellectual creations can be the subject matter of IP?
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IP protection is a balancing act. On the one hand, awarding IP protection may reward the inventor's ground-breaking endeavor and incentivize future discoveries in the research/creative field. On the other hand, IP protection may create a road block for others to use and/or improve the current discoveries due to the monopoly right associated with IP protection. Consequently, it is reasonable to assume that the goal of awarding IP right should be to maximize the overall benefits to the society as a whole and accelerate the development of technology/humanity instead of hamper the progress thereof.
Accordingly, it is logical to state that the criteria to award IP protection is: Only award those discoveries that would not have been made without the assurance of IP protection. In other words, affording IP protection to those technologies or writings which would naturally/spontaneously be discovered or disclosed in due course would be a misuse, if not an abuse, of this incentive mechanism to shorten the discovery path/time. The subject matter of IP protection should reflect the above criteria as well.
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I am researching instructional and curriculum design strategies that impact the effectiveness of STEM education.  I would like to read decisive research that demonstrates the effectiveness, or lack of effectiveness, of specific strategies. I would also like to see comparisons of strategies.
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I work for a STEM education program and one thing that we do is to do tangible applied things with STEM.  We ask people to prototype working models of things that researchers or clients need.  They are randomly thrown together and they essentially learn STEM by experimentation.  That sort of approach works very well.  A paper will be coming out shortly about that with regard to one of the groups designing a productive salamander trap for vernal pool modeling.  The authors on that will be Hoffman and Ilseman.  It will certainly be worth a read.  Beyond that, we engage students in research rather than in formal learning.  Not only do they learn STEM, they practice it.  That's the key.
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I am looking for studies focused on competence in STEM (Science, Technology, Engineering, Mathematics) education research. Help will be appreciated.
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Currently, Germany's Ministry for Education and Research runs several research projects on "Modeling and Measuring Competencies in Higher Education", some focus STEM.
Check the following link for a short description of the projects: http://www.kompetenzen-im-hochschulsektor.de/174_ENG_HTML.php
You'll find further information on the website as well.
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An open discussion of what are the key factors that successful education systems have in common. I am interested in all the levels of education primary, secondary and higher education.
I would also like opinions of the academics on what they think are the techniques that must be employed on nurturing young minds to foster creativity
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Dear colleague, my perspective on your question takes the view the "career development learning" facilitates students to develop their personal reasons to explore and pursue STEM--this is the "why factor."  Students need to know their "why" they need to learn, and their "why" is a powerful motivator for learning a particular topic.  This requires a pedagogy that raises awareness and aspirations for STEM.
There are a few approaches to developing such a pedagogy.  With respect to how students develop their interests in occupations, I refer you to the social cognitive career theory (SCCT) as one conceptual framework that may inform your pedagogy.  You will find a useful review of the literature pertaining to that theory in the paper by Lent and Brown (2014). 
Lent, R. W., & Brown, S. D. (2013). Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology. doi: 10.1037/a0033446
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I am working on automated testing, i.e., e-assessments in engineering mechanics at the moment. My interest is mainly in designing complex example-problems that are able to resemble typical paper-pencil exams including the ability to take subsequent errors into account.
My opinion is that we are on a very good way with this work. However, I am not sure about other current developments in that field. My knowledge of the literature on automated testing in STEM disciplines is still quite weak.
So may I ask you which specific publications you would suggest to read or which special journals you would suggest to include in my search?
Thank you very much upfront.
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Hi,
You can follow these journals in the beginning.
1. International Journal of STEM Education by
2. Journal for STEM Education Research
Both the journals are from Springer
Another journal, which is very helpful is : Journal of Research in STEM Education