Some experimental results in the correlation of mental abilities. Situated cognition and the culture of learning. Young adolescent voices: Students’ perceptions of interdisciplinary teaming. Journal of Science Education and Technology, 23(6), 705–720. High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. The Clearing House: A Journal of Educational Strategies Issues and Ideas, 83(2), 39–43. Project-Based Learning for the 21st Century: Skills for the Future. Journal of Behavioral Decision Making, 30(2), 407–419. An Expectancy Theory Approach to Group Coordination: Expertise, Task Features, and Member Behavior. ![]() Journal of Science Teacher Education, 30(3), 201–208. Understanding the big picture for science teacher education: The 2018 NSSME+. Boston, MA: Cengage Learningīanilower, E. Journal of science education and technology, 17(5), 454–465. Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal for STEM Education Research, 4(2), 117-137. ![]() ![]() Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st century skills, and career awareness. International Journal of STEM Education, 7(14). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 3(11). A conceptual framework for integrated STEM education. Technology and Engineering Teacher, 72(1), 17-21. Engineering design: Diverse design teams to solve real-world problem. The results of this study indicate that students can learn domain content outside of their course of study. The comparisons between domain and cross-domain knowledge in science and engineering content found no significant differences however, the mean score gain in cross-domain was higher than within the subject domain. The comparison between science and engineering students’ knowledge gain showed that the integrated STEM unit significantly impacts students’ content knowledge. The results indicate that the integrated STEM unit implemented by teacher collaboration increased students’ overall STEM content knowledge. The data were analyzed through the independent samples t-test. This study employed a quasi-experimental nonequivalent comparison group design and collected a total of 1,345 pre/post-test assessments. The researchers constructed a STEM knowledge multiple-choice pre/post-test assessment to assess students’ understanding of these concepts. The integrated STEM unit included entomology, biology, biomimicry, physics, and engineering design content. After completing a two-week teacher professional development workshop, science and engineering technology teachers implemented an exemplar STEM unit called D-BAIT. The following study presents students’ STEM content knowledge achievement after learning an integrated STEM unit taught by science and engineering technology teachers. He was the first recipient of the University of Michigan's Jacqueline Lawson Award for his contributions in the area of faculty governance.Integrated Science, Technology, Engineering, and Mathematics (STEM) teaching provides an opportunity for students to learn STEM knowledge across two or more domains. Don served as chair of the Department of Natural Sciences, associate dean for planning and faculty development and associate provost, interim chair of the Department of Health and Human Services in 2016. Don's research focuses on determining the abundance of heavy and rare-earth elements in chemically peculiar stars and the Sun using high-resolution spectra. ![]() He was co-editor, with Clint Sprott, of the first edition of Great Ideas for Teaching Physics. Don has an abiding interest in physics and astronomy education, particularly as it pertains to laboratory instruction, and has published articles in The American Journal of Physics, The Physics Teacher, and Sky and Telescope. Prior to his appointment, he taught at Benedictine College in Atchison, Kansas, where his collaboration with Vern Ostdiek led to the development and publication of INQUIRY INTO PHYSICS, now in its 8th Edition. Past research topics included noctilucent clouds and frontal zones.ĭon Bord, Ph.D., is Professor of Physics and Astronomy at the University of Michigan-Dearborn. His research interests centered on the nocturnal dynamics of the lower part of the Earth's atmosphere. Vern was named Benedictine College's Educator of the Year in 1999. In addition to teaching courses in physics, mathematics, and computer science, he oversaw the Computer Discovery Lab. Vern Ostdiek was an Associate Professor at Benedictine College, where he had a joint appointment in the Department of Physics and Astronomy and the Department of Mathematics and Computer Science.
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