Category: STEM Education

What Is Stem?

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics (What is STEM Education?, n.d.)

The importance of stem education. All this effort is to meet a need. According to a report by the website STEMconnector.org, by 2018, projections estimate the need for 8.65 million workers in STEM-related jobs. The manufacturing sector faces an alarmingly large shortage of employees with the necessary skills — nearly 600,000. The field of cloud computing alone will have created 1.7 million jobs between 2011 and 2015, according to the report. The U.S. Bureau of Labor Statistics projects that by 2018, the bulk of STEM careers will be:

• Computing – 71 percent
• Traditional Engineering – 16 percent
• Physical sciences – 7 percent
• Life sciences – 4 percent
• Mathematics – 2 percent (What is STEM Education?, n.d.)

This all means that anyone seeking a degree in Information Technology will always have a career and that there is always room for growth. As you can see computing has a 71 percentage in computing work and it is growing every year.

What is computer literacy and why is it important to be computer literate?

Computer literacy is the knowledge and the ability to use a computer efficiently with advanced programing (businessdictionary, n.d.). I feel the its very important to become computer literate. The world of technology is changing very face. So, it’s very important to have computer skills because we will need it for work. When we work in an office you will need the skills of using Microsoft Office and must likely a cloud system to share files with other co-workers. According to “Alyson Doyle” it is better to have computer skills to open yourself up to the job market. Using social media, QuickBooks and Graphic design skills are examples of some skills (Doyle, 2019).

What are some of the ways that technology has affected society?

Technology has changed the way we communicate with each other. Here are three examples. First example would be the way we send mail to each other. Before we used to send mail correspondence to each other with pen and paper and an envelope. Now we send each other email correspondence. Doing this we save paper and ink and time (aginginplace, 2020). The second example is the way we pay bills and transfer money. Before we had to go to the bank to take out money to pay someone and transfer money from one account to another. Now we use PayPal, Venmo and Zelle to do banking and money transfers. The last example would be the way we track or health. Before smartwatches we had to go to the doctors to check our vitals and heartbeat. Now smart watches can check for our heartbeat and check or track record when we walk and what intake of calories we eat and how much water we drink (gcfglobal, N.D.).

What are some ways you might use technology in your career?

The way technology can help in my career. I will give three examples of how it can help me in my career. First example would be by the way I receive payment for my services using PayPal or Square payment. The second example would be by sharing files threw a cloud-based system. The third example would be by using your phone as a organizer in your calendar (www.content.wisestep.com, N.D.).

References

1. aginginplace. (2020, Janurary ). Retrieved from www.aginginplace.org: https://www.aginginplace.org/technology-in-our-life-today-and-how-it-has-changed/
2. businessdictionary. (n.d.). Retrieved from http://www.businessdictionary.com/: http://www.businessdictionary.com/definition/computer-literacy.html
3. Doyle, A. (2019, January 30). careertoolbelt. Retrieved from www.careertoolbelt.com: https://www.careertoolbelt.com/computer-skills-that-will-help-you-get-hired/
4. gcfglobal. (N.D.). Retrieved from edu.gcfglobal.org: https://edu.gcfglobal.org/en/wearables/how-can-wearables-affect-our-lives/1/
5. What is STEM Education? (n.d.). Retrieved 1 12, 2020, from https://www.livescience.com/43296-what-is-stem-education.html
6. www.content.wisestep.com. (N.D.). Retrieved from wisestep: https://content.wisestep.com/use-technology-work-effectively/

The arts, whether it is music, drama or fine art, all provide a channel for great creativity and imagination. Within STEM education (Science, Technology, Engineering and Mathematics) the focus is on improving the status quo within science and technology to increase the number of educated workers for the future. When STEM was introduced it was to tackle the apparent decline in support for science. Has STEM gone too far? Has the equilibrium become unbalanced once more?

Creativity and innovation are crucial to tackle the problems we all face today. Therefore, the arts should be integrated into STEM; it would bring an exponential gain to sciences, arts and education together. Creativity could be channelled into sciences thus creating a healthy partnership through STEAM for a better future in science and arts alike. Is STEM systematically pushing arts out of the equation? Is it not time we gave our arts some of the spotlight? Education in Scotland and the UK is finely tuned yet it is difficult to keep a balance. STEM is an education system, which was firstly introduced in the UK in 20104 to fuel the cultivation of sciences to tackle the decline in graduates qualified for high-spec jobs such as specialised engineering. In 2002 Sir Gareth Roberts, the head of Science and Engineering in the UK at the time originally cited this. However, in the opinion of many, particularly those involved in the arts and arts education, the STEM education system has already begun to negatively impact the arts, which should have an equal importance in schools.

Furthermore, this debate has led to questioning whether STEM, in fact disturbs the balance of a rounded education, which is especially promoted by the SNP’s ‘Curriculum for Excellence’ in Scotland2. Since STEM was firstly introduced 8 years ago there has been a positive reaction in the science world to students going into STEM jobs but the arts are taking a hit. STEM, over time, has directly pushed out funding for the arts and let support for the arts diminish in schools. Ideally a rounded education should provide students access to science, language, literary subjects and the arts, which a STEAM education could vastly improve on. The arts should have equal importance and an equally good spread of opportunities. Supporters of STEAM agree that the need for specialised training in sciences has already been met (and more) by 20183.

Furthermore, many of those in favour of STEAM do not wish to shift the focus from core subjects in STEM but simply to add the arts as one of those core topics to achieve a balanced and more enriching education. The STEM system does not consider the practical imaginative skills needed for its jobs. Engineering addresses difficult and varied challenges from global warming to micro plastics which all require people to push boundaries in innovation with creativity – which the arts can provide – to devise new lateral ideas to tackle these problems. Furthermore, the arts and creativity is a tool that all people can benefit from: those in education, those in the world of work or those who wish to have a career in the arts themselves. For example, business needs innovation to create new sales pitches and come up with new products. Those who wish to follow music, art or drama should have equal opportunities to those in the sciences. The emphasis on STEM means schools are forming a hierarchy of subjects where the arts are continually scrambling for a place. Scotland’s vibrant cultural background includes the distinctive sound of the bagpipes. This iconic cultural feature is one of many threatened by budget cuts from councils providing free music tuition. In Scotland, 2016/17 the combined local budget for music was cut by just under £1 million.9 These drastic cuts that I, myself have witnessed not only mean it is harder for schools to even provide free music tuition and opportunities but also to retain teachers.

This means a decline in those playing instruments but also the vibrant musical culture prevalent in areas like the North East and West of Scotland. Implementing STEAM would mean that tuition and practical music education is supported by schools, maintaining a key part of Scottish culture. A great deal can be said for the vast benefits from the arts for people in all sorts of lives and professions1. Studies have shown music vastly increases concentration and productivity, and can enhance a person’s cognitive ability in all fields. Furthermore, a study taken by Stanford Cognitive and Systems Neuroscience Laboratory5 strongly suggested that music employs sections of your brain in control of attention span, pre-judgement and the strengthening of your memory’s capabilities and retaining information. In this study alone, there are already several incredibly valuable traits, which can be exploited through music. Another study11 shows how children given music tuition had better differentiation between distinct sounds; for example, the words ‘bill’ and ‘pill’ are a key skill in learning to read.

To put the arts into STEM could mean that the traits channelled through art can allow young people especially, to gain skills like memory and pre-judgment in order to apply them in other subjects, certainly complimenting the sciences and their need for educated guessing within problems, retention of facts and figures and a general large cognitive capability. Not only does an art like music have benefits for learning but it also has several health benefits7. Studies suggest that listening to or playing music reduces stress – particularly prevalent in higher education and work. It can also provide comfort, suppression of anxiety, reduced pain, lessening of insomnia and a boost in one’s confidence, which I have experienced over my eight years of playing cello. Playing an instrument has an incredible effect on your brain function during all activities due to the neural pathways and connections that are created from playing8. Music scientists have recently discovered that unlike reading or maths, which use one or two parts of the brain, music employs almost every section of your brain to focus and play music spontaneously.

There are many tasks that your brain must perform while playing music: fine motor skills (stimulating both left and right sides of the brain), strong visual usage and auditory systems. Not only is there the melodic aspect of music but also the emotional idea behind every piece that musicians must understand. This can increase ‘executive function’ 10: the ability to manage oneself to achieve a goal. Executive function from music helps to develop planning skills, design and the spotting of detail. Musicians exercise this skill organising practice time, working to deadlines or recitals, arranging practice routines plus developing the ability to read and understand very intricate music. Due to the many complex tasks your brain performs to play and understand music, it means music is one of most stimulating activities for the brain. Musicians have an increased function in brain capability and skills that are transferable to all forms of learning.

Therefore, a STEAM education that focuses on arts like music or drama with the same importance as that of Maths would increase development and skill within all subjects. In conclusion, the evidence indicates that STEAM and the arts alongside each other, cumulatively promises increased productivity, efficiency and imagination in both fields. Where STEM upsets the equilibrium; STEAM would introduce equal opportunity and funding for arts and sciences letting both thrive and support each other. Instead of the narrow STEM system, advertising and developing musical talent and skill not only opens further career opportunities but also has many health benefits that can help with the stresses of school and work beyond education. Compelling evidence suggests that STEAM offers an education for the future with many promising possibilities.

It has long been known that the women of the past went through many hardships in order to live with the freedom that they have today. Not even a century ago, women were discriminated against in the workforce, with the expectation that they would take the low-ranking jobs in society. Husbands were permitted to control their wives’ income, and there was little that could have been done about it at the time. Fortunately, in 1964, President Lyndon Johnson signed the Civil Rights Act Title VII, where women of the suburban class gained rights that they did not have before. This Act stated that segregation between males and females was not permitted in the workforce and that discrimination cannot be made in the employment of any individual based on their gender (High Expectations, 1960s PowerPoint). Prior to this Act, John F. Kennedy signed the Equal Pay Act, which was a significant improvement towards equality for women in the workforce (Second Wave Feminism Lecture). It required that men and women of the same occupation be given equal pay if they worked within the same organization or company.

In an article written by Celestine Bohlen for the New York Times, it is depicted that in today’s society, a different number of occupations have been created due to the remarkable increase in technological and scientific advancements. The STEM field, which includes science, technology, engineering, and mathematics, has expanded and has rapidly become one of the most important fields of the century. As positions have been filling up in the STEM field, it has come to the attention of many individuals that the male population is holding a majority of these occupations. This male takeover is due to the fact that it is the societal stereotype that men dominate these fields (Bohlen). It was proven in a study that in order to resolve the issue, girls should be encouraged from a young age to pursue a job in one of the fields of STEM and that the hostility that women receive from others for pursuing such a career should be addressed.

There is an apparent similarity between the events of the past and the events that are occurring today. Women are not necessarily segregated in the workforce, but there is an evident divide between men and women in the STEM field. In both instances, it was expected that men uptake positions that receive higher pay and that require more mental skill, whilst women have occupations with lower pay and positions. In addition, women face a great deal of discouragement, which includes the hostility that they receive from men and the fact that it is challenging to pursue a career and raise a family at the same time (Bohlen). However, just as before, women are making breakthroughs, with the Equal Pay Act and the Civil Rights Act of 1964 helping women then, and many conferences that are being held all over the world to push women into the STEM field today. Emanuela Aureli, a consultant at Spencer Stuart, states that if women do not partake in crediting themselves to their ideas and creations, they will lose their voice (Bohlen). In other words, Aureli is urging women to take part in what they are able to create and take credit for their achievements; otherwise, they will be underrepresented and taken for granted in the STEM field.

The main difference between job segregation in the past and the divide between men and women today is the amount of support that women received. In the 1900s, women did not have any encouragement from the government or their families. Today, many government regulations prevent companies and organizations from discriminating against women, creating endless opportunities for women. The primary obstacle is the stereotypes that society has set, which can undoubtedly be addressed with time.

Science, Technology, Engineering and Mathematics are inarguably the foundation and backbone of our world and life as we know it. They are constantly interfacing tools of evolution, globalization and interconnectivity built on the backs of observation, experimentation, design, building and application, changing the world through ground-breaking innovation, modernizing the way we live and ensuring the continuity of mankind.

STEM is vital across all industries and is constantly transforming and influencing; agriculture, manufacturing, communication, transportation, banking, medicine, marketing, investment, insurance, politics, government and consumer choices. Artificial Intelligence, Machine Learning, Robotics, Big Data, Predictive Analytics, the Internet of Things, Cloud Computing, and Block chain technology are just some of the tools and technologies powering digital, technological and scientific evolution and bridging gaps across the world.

Recent years has seen African governments exploring technology through agricultural mechanization and other strategic efforts like providing funding and incentives to encourage large scale localized farming and consumption of home grown produce as a means of promoting agriculture with the end goal of job creation, reducing food importation and strengthening food security in Africa.

The projections for 2020 in Africa promises enormous growth in the areas of global electrification, solar energy, telecommunications, healthcare and the internet of everywhere’. Career wise the future is very bright as well, according to The U.S. Bureau of Labour Statistics (BLS) which published its most recent list of National Occupational Employment and Wage Estimates at the end of March 2019. Healthcare jobs headed the list of the highest-paying occupations with CEOs, engineers and information system managers coming in close. The top 10 jobs all belonged to science; 14 out of the top 25 jobs with engineering and technology next in line. Healthcare occupation is projected to grow 18% from 2016 to 2026—adding about 2.4 million new jobs.

• Linkedin found the most in-demand skills for 2019 are in technical skills categories like cloud computing, artificial intelligence and analytical reasoning.
• According to CNBC there are 700,000 unfilled IT jobs in the US as at November 1st 2019.
• Findings by CompTIA indicates that there are 11.8 million net tech employment in the US, 261,000 new jobs added in tech in the past year, 1.5 million software and web developers –the largest and fastest growing category of tech jobs, 3.7 million tech related job postings in 2018 alone, 1.8 trillion as the estimated economic output of the tech industry and 525,000 tech business establishments in the US.
• There are an estimated 600,000 technology vacancies in the UK with 52% business claiming it is hard to find the talent they need to fill the roles.

Tech industry experts have continued to decry the huge talent shortage – there simply aren’t enough individuals with the right digital skills to fill the numerous roles available.

This is an indication of the tremendous amount of work still to be done in encouraging our bright young minds to embrace and explore STEM subjects at all levels so they can potentially fill the skills gap in the science and tech industries, apply their skills to developing scalable solutions to local and global challenges and ensure improved quality of life and Socio-economic development.

The government and organisations should provide accessible resources and opportunities to colleges and schools to encourage them to understand what it is like to work in technology and the ways in which they can add value. Interactive sessions at local colleges and IT training to gain work experience will help encourage students develop their STEM skillsets.

Children should also be introduced to STEM subjects early on in fun and interactive ways that help build enthusiasm for the subjects. In addition to maintaining a robust STEM curriculum, schools should create learning opportunities outside of the classroom such as after-school clubs or programs, camps or tutoring. Companies should also create training opportunities to equip staff with necessary skills to get the job done.

The demand for specialist skills like data science and data engineering has increased significantly, mainly due to the growth in adoption by organisations of data-driven strategies to derive business value. The use of mobile and online learning tools including smartphones and tablets is still a thing at the primary and university levels where the use of personal technologies with instruction has become an integral part of the learning process.

Gamification and alternative or immersive environments is another trend to watch out for. Greater interest in advanced courses in mathematics and science also seems to be a long term thing as students are focusing more on science, technology, engineering and mathematics in the classroom, and the real world.

The future of STEM looks brighter than ever as educationists, government and corporations seem increasingly focused on encouraging students’ interest through innovative and relatable STEM initiatives including experimentation, robotics, coding or even low-tech group activities that model the experience of solving engineering problems in the real world.

Google is working to support education through their products, programs, and philanthropy, like their G Suite for Education tool, Google Cloud Platform geared towards understanding student success, boosting research, or improving infrastructure with secure, easy-to-use tools. Chromebooks to make learning more effective and engaging with simple, secure, and shareable devices that teachers and students can use to create and collaborate.

Google’s higher Ed Solution is powering advanced research, breakthrough discoveries, and learning opportunities at colleges and universities. Also available are teaching resources to empower learning in the classroom, a broad selection of apps, activities, lesson plans, digital literacy tools, and games to advance learning in the classroom including virtual field trips, lessons on coding, coding & CS Creativity Tools and more.

Google’s K-12 solutions help teachers and students create, collaborate, and build digital skills for the future. Elementary schools now have laptops and assignments that include building websites at a young age. There are even toys for kids now that introduce them to the concept of coding. If life as we know it is to continue and evolve it is imperative that the ongoing trend of introducing our children to STEM subjects at an early age be accelerated for the good of mankind and the preservation of our world.

Let us stop and think, would you say that a lot has changed for women since 1950s? The Cold War; Civil Rights; Elvis Presley; and yet, despite how different America may seem on so many levels from the 1950s, one thing remains the same. The most common job for American women is secretary. In fact, according to the U.S. Census, the top five jobs for women in 2010 changed very little from 1950’s. Back in the ’50s, women most commonly held positions as secretaries, bank tellers, sales clerks, private household workers, and teachers.

What about 2010? The number one in 2010 remains secretary, following by cashier, elementary and middle school teacher, nurse and nursing aide. Can you say it remains the same in 2019? In 2019, more women pursue STEM-based careers, then 70 years ago. STEM focuses on a curriculum that teaches women in four areas: science, technology, engineering, and mathematics; still, the fields of STEM have remained mostly male. The government can aid by developing laws and creating policies in the work force. Business leaders can adapt policies for equal opportunity and diversity in industry, and academic institutions can promote higher acceptance rate for females in STEM education. Aiding women to achieve in STEM education has three benefits: economic, educational, and creating role models for future innovators.

The first benefit of women in STEM education is economic aspects within the country and in the business industry. According to Aaron J. Fisher, in an article entitled “Structure and belonging. Pathway to success for underrepresented minority and women PhD students in STEM fields”, dated January 9th, 2019, from Gale Group, “As the world changes to a growing digital economy, ending the gender pay gap in STEM education and empower women economically and to address the shortage of skilled individuals play a crucial part worldwide”. To address the STEM gender gap on a global level, the United States work industries must continue supporting girls’ education and their introduction into STEM fields. Over the next ten years increasing women participants in STEM careers has the power to close the gender gap and boost women’s cumulative earnings by $299 billion, advancing global economic development and promote gender equality worldwide. Therefore, the participation of girls’ in STEM education grants an opportunity for the United States and other nations around the world to support economies for future generations. It is a smart, sustainable asset that will endorse both gender equality and prosperity.

In addition to improving women in STEM education in economic aspect, they have also benefit in educational opportunities. According to Brian M. Donovan, in an article entitled “Revising the economic imperative for US STEM education.’, dated January 2014, from Gale Group, “STEM education will aid the younger generation to use their skills in the critical situations”. There are several real-world problems that need attention to, includes: preventing soil erosion, growing food during a natural disaster, solving a city’s design, creating clean water, and so on. The STEM project such as preventing soil erosion, calculating wave energy to determine best materials to build a seawall to protect a coastline from erosion. A natural disaster like floods devastate communities and can make it difficult to grow food. In this project, students explore a problem faced by farmers to grow food even when the land is flood. Additionally, there are problems on a global level where communities around the world do not have access to clean water. In this project, young adults will learn how to build and try their own water filtration systems. By solving these critical situations, students will develop STEM-based skills, such as: creativity and inquiry skills, science and mathematics skills, engineering-based thinking skills. Creativity and Inquiry skill are based on multiple mistakes, failed attempts, and making decisions based on information to understand how to improve ideas further. The science and mathematics skills that are taught in school are the foundation of STEM and must be applied in search of resolutions.

The use of engineering-based thinking, young adults must recognize the problem at hand, research, design, test, and repeat these steps as needed; each step moves student closer to creating a functional solution. Children with STEM educations score higher on the SATs and take fewer courses when they enter college. According to Carolien Van Soom, in an article entitle “Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement”, dated November 12, 2014, from Gale Group, “Showing students that college is achievable will aid more students to take STEM pathways”. Even if they don’t choose a STEM-related career, they’ll still be successful in whatever field they pursue.

Part 1

Sometime in the 20th century, the term “play” began to take on a negative connotation. According to Dr. Peter Gray (2014), over the past “fifty to sixty years,” there has been a “continuous erosion in children’s freedom and opportunity to play – to really play – to play freely.” Furthermore, Gray attributes the decline in play to a “schoolish view of child development” which believes “children learn everything best from adults, that children’s all self-directed activities with other children are wastes of time.” Jessica Hoffman and Sandra Russ (2016) echo the sentiments of Dr. Gray in a 2016 study published in Psychology of Aesthetics, Creativity, and the Arts. Hoffman and Russ state that “in recent decades, Western cultures’ emphasis on academic drilling and high-stakes testing has left less time for child-directed activities and cooperative play opportunities.” Cho, Pemberton, and Ray (2017) emphasize that this issue has been brewing for quite some time. They point to a journal article published in 1959 by Paul Torrance where he states “we have seen many indications in our testing of first and second-grade children that many…seem to have been subjected to concerted efforts to eliminate fantasy from their thinking…”

The benefits of play for children cannot be understated. Ginsburg (2007) states that “play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.” Furthermore, Ginsburg asserts that “play helps children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges.” Fortunately, educational trends show a renewed focus on “play” inside of the school walls. For instance, the Pennsylvania Department of Education (PDE) lists learning standards for “Approaches to Learning and Play” for students in grade K-2. Furthermore, a 2015 report published by the United States Department of Education entitled “STEM 2026: A Vision for Innovation in STEM Education” states “STEM 2026 emphasizes the benefits of inviting intentional play into the learning process in P–12 and at the postsecondary level” and that “activities that are designed to incorporate intentional play are applicable at all levels of the education continuum.”

STEM, a multidisciplinary educational movement that combines elements of Science, Technology, Engineering, and Math, has been central to the resurgence of intentional play in the school system. According to Reighard, Torres-Crespo, and Vogel (2016), “STEM is not a set of activities; it is a mindset of teaching and learning” that focuses on concepts such as “collaboration, curiosity, exploration, creativity, and critical thinking.” Other adjectives frequently used to describe STEM-based activities include; design, tinker, create, build, and explore. According to the United States Department of Education’s STEM 2026 report (2015), “in reflecting on what STEM education should encourage, contributors to this project described a process of wonder and discovery; playful, hands-on investigation; learning from failure; and an enterprise that allows youth to marry their convictions and enthusiasms with opportunities to grow.”

While playful investigation is present in most STEM-related events, the method, and scope, of the activities can vary by grade levels. For instance, Reighard, Torres-Crespo, and Vogel (2016) contend that children as young as four can begin exploring STEM principles because “of their growing interest in everything, including science and exploration.” As an example, they point towards the STEM Curiosity Academy, a summer STEM Camp held in July 2013 for preschoolers, where camp attendees were provided with open-ended engineering challenges that were solved using low-tech materials such as wooden building blocks. The authors state that the participating children “dress up” like scientists by wearing a hardhat, goggles, and lab coat while completing engineering challenges to maintain the fun and playful nature of the activity. As students advance through the school system, activities often become more complex and may include a blend of both low tech and high tech items. Regardless of the grade level, however, it is important to note that all STEM-based activities strive to create an open-ended, challenge-based environment where students are able to tinker, design, create, and play.

In addition to the social-emotional well-being of our students, there are many other benefits to the incorporation of STEM-based activities. According to Levin-Goldberg (2012), “the Partnership for 21st Century Skills (2011) identifies 21st-century skills as critical thinking and problem solving, communication, collaboration, and creativity and innovation- more commonly known as the 4Cs.” Furthermore, she states that “a survey conducted by The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management (2006) found 400 + employers indicated that over half of recent graduates were deficient in oral and written communications, professionalism/work ethic, and critical thinking/problem solving.” Through the completion of STEM-related, activities, the presence of these 21st-century skills is a necessity. The STEM 2026 (2015) report reiterates this statement in its contention that “the process of learning and practicing the STEM disciplines can instill in students a passion for inquiry and discovery and fosters skills such as persistence, teamwork, and the application of gained knowledge to new situations.”

Additionally, STEM-based learning also appears to increase intrinsic motivation in students. In his 2009 Ted Talk entitled “The Puzzle of Motivation,” Daniel Pink states “for 21st century tasks, that mechanistic, reward-and-punishment approach doesn’t work, often doesn’t work, and often does harm.” As previously mentioned, STEM educational principles are based around student choice and intentional open play. As a result, students appear to become intrinsically motivated because the rigid structure has been removed. Henriksen (2014) contends that “some key findings of this study indicated that arts-based teaching leads to more motivated, engaged, and effective disciplinary learning in STEM areas.” Ugras’s (2018) study of twenty five seventh grade students participating in a eight week STEM program yielded similar results. According to Ugras, “the motivation beliefs of the students who participated in the program improved and their motivation resistance was higher when compared to other students.” During the study, students were asked to respond to the question “What do you think about STEM education?’, and the answers told provided an insightful look at the benefits of STEM-based learning. For example, one student stated that “I was motivated by the fact that I was directly involved in the implementation process and did new things. The course was so attractive that I was never detached from the instruction.”

Part 2

As the Instructional Technology Coach for Whitehall-Coplay School District, I have been at the forefront of the district’s initiative to increase STEM opportunities for students in all grades. Our efforts have led to a revised curriculum in grades K-12. Curricular work started by adding a computer science unit, using the online tool Code.org, to all computer classes in grades K-8. Additionally, middle school computer teachers have reworked their curriculum to include STEM-based principles that encourage student creativity. Furthermore, the high school STEM curriculum was enhanced with the addition of four new computer science courses and a revamped Tech Ed curriculum that now includes robotics.

While the district has made significant strides in STEM education for all students, the administration recognizes that enhancements need to made in the introduction of STEM principles to our youngest students in kindergarten and first grade. As was shown in the research of Reighard, Torres-Crespo, and Vogel, children as young as four years old can benefit from STEM learning. In response, the district has approved a new “special subject” course for all students in kindergarten and first grade entitled “Discovery.” The new course will engage students in both online and offline activities that are based on STEM principles. In the spring of 2019, I will be tasked with writing the curriculum for this new offering.

Although many physical STEM items will be purchased for our implementation plan, my sample lesson will be driven by KEVA Planks. KEVA Planks are “1/4 inch thick, 3/4 inch wide and 4 1/2 inches long” piece of wood that are used by students to “build structures” with “no glue, no connectors. (What are Keva, n.d.)” Van Meeteren and Zan (2010) in their journal article entitled “Revealing the work of young engineers in early childhood education,” reveal the benefits of using building blocks, similar to KEVA Planks, to reinforce STEM principles to young students. According to Van Meeteren and Zan, research has shown that “children’s work of building structures can be identified as precursors to engineering thinking.” Furthermore, it is stated that “while some observers view child­ initiated design and creation as frivolous play, we view this play as children’s work” which forces children to grapple with “thoughts concerning stability, balance, properties of materials, as well as number and spatial reasoning—all content within the domains of science and mathematics.”

In week three of the Kindergarten Discovery Course, students will be introduced to KEVA Planks. Before the lesson, however, the Discovery teacher will reinforce the principles of the four C’s discussed and demonstrated during weeks one and two of the course. Furthermore, the teacher will also reinforce the benefits of experimentation through “play.”

To open the lesson, students will be provided with a brief introduction to KEVA Planks through a Google Slides presentation that displays examples of structures built using KEVA Planks. Students will then be placed in groups of two and equipped with fifty KEVA Planks and given twenty minutes to build a creation of their choice. Throughout the twenty minute timeframes, the teacher will provide very little guidance in the process, which is recommended in the work of Van Meeteren and Zan (2010). According to their research, “the Committee on K­12 Education argues that an emphasis on the iterative, open­ ended, problem ­solving method known as engineering design is the central activity of engineers and should be the first principle of engineering education” and that teachers should not explicitly attempt to teach engineering concepts. Essentially, students will learn these concepts through play.

At the end of twenty minutes, each group will be asked to describe their creation to other members of the class. In conclusion, the teacher will reinforce successes observed throughout the class period based. All discussed “successes” will be related to the principles set by the Four Cs.

Week four of the KEVA engineering lesson will incorporate technology resources and the use of online learning games provided by PBS Learning Media. According to Nedungadi, Raman, and McGregor (2013), computer simulations are beneficial to student learning. In a 2013 published report, they state that “science learning is a complex process and simulations built with supporting learning material have the potential to advance multiple science learning goals, including motivation to learn Science, conceptual skills, procedural skills, experimental skills and reporting skills.”

After gathering their Chromebook from classroom cart, student will be directed to the learning game entitled “Animal Home Builder.” Through the use of this online program, students will be introduced to the basic elements of designing and engineering a house. The knowledge acquired through the online program will help prepare students for their week five “offline” lesson. Students that finish early will be guided towards the “Sandcastle” game on PBS Learning Media where the user constructs sandcastle creations through open-ended play.

During week five of the Kindergarten Discovery Course, the teacher will move into part three of the KEVA Plank lesson, which will provide the students with a guided challenge. At the opening of class, the teacher will once again introduce the basic functionality of KEVA Planks while reflecting on the successes observed during the previous class period. Students will, once again, be grouped with one other student and provided with fifty KEVA Planks. The teacher will then challenge each group to build a house with the provided materials. Each house must have four walls and a roof. The teacher will reinforce that the created structures will vary from group to group. In fact, students will be encouraged to be as creative as possible. Similar to the previous week, students will be not be provided with any other direction and all structures will be designed through experimentation and play. At the conclusion of the activity, each group will be asked to answer the question “What did you learn or discover as you built?”.

The designed KEVA Plank lesson reinforces the Pennsylvania Department of Education kindergarten learning standards for “Approaches to Learning Through Play.” Pennsylvania’s (n.d.) play-based standard AL.3.K.B1 tasks student to “create an object to serve a functional purpose.” Both part one and part three of the described lesson meet this standard. Furthermore, PDE provides examples of the standard “in practice” to provide an accurate representation of how the standard should be implemented in the classroom. In the documentation, it is recommended that the learner “explore different ways to use everyday objects” and “answer questions to explain the purpose of a creation.” Furthermore, it is recommended that teachers “provide opportunities to engage in creative activities” and “provide opportunities to present and describe creations (“Standards in Practice, n.d.).”

Through the implementation of the KEVA Plank lesson, along with other similar lessons throughout the course, Whitehall-Coplay School District strives to introduce STEM topics and principles during the inception of the formal education process. According to the STEM portion of the Pennsylvania Department of Education website, “businesses are growing in Pennsylvania, and they want skilled and well-educated workers who are prepared for the 21st century economy. Students need to be equipped with the knowledge and skills to enter the workforce and be successful in a tech-driven, global economy (“STEM,” n.d.).” While the students in our K-1 Discovery course may see many of the activities in the course as “play,” in truth, the curriculum and lesson provided by the Whitehall-Coplay School District and intentional and strive to fill the future workplace needs demanded by the leaders of the Pennsylvania government.

References

1. Animal Home Builder. (n.d.). Retrieved from https://pbskids.org/arthur/games/animal-home-builder
2. Cho, H., Pemberton, C. L., & Ray, B. (2017). An exploration of the existence, value and importance of creativity education. Current Issues in Education, 20(1).
3. Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics,119(1), 182-191. doi:10.1542/peds.2006-2697
4. Gray, P. (2014, June 13). Retrieved February 21, 2019, from https://www.youtube.com/watch?time_continue=1&v=Bg-GEzM7iTk
5. Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM journal, 1(2), 15.
6. Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114.
7. Levin-Goldberg, J. (2012). Teaching Generation TechX with the 4Cs: Using Technology to Integrate 21st Century Skills. Journal of Instructional Research, 1, 59-66.
8. Nedungadi, P., Raman, R., & McGregor, M. (2013, October). Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops. In 2013 IEEE Frontiers in Education Conference (FIE) (pp. 1585-1590). IEEE.
9. Pink, D. (2009, July). Retrieved from https://www.ted.com/talks/dan_pink_on_motivation
10. Reighard, C., Torres-Crespo, M. N., & Vogel, J. (2016). STEM Curiosity Academy: Building the Engineers of Tomorrow. Children and Libraries, 14(4), 32-35.
11. Sandcastle. (n.d.). Retrieved from https://pbskids.org/daniel/games/sandcastle/
12. SAS: Search Standards. (n.d.). Retrieved from https://www.pdesas.org/Standard/Search#
13. Standard in Practice: What it Looks Like in my Classroom – AL.3.K.B. (n.d.). Retrieved from https://www.pdesas.org/ContentWeb/Content/Content/30824/Documents and Manuscripts
14. STEM 2026: A Vision for Innovation in STEM Education. (2016, September). Retrieved from https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf
15. STEM. (n.d.). Retrieved from https://www.education.pa.gov/Pages/STEM-Competition.aspx
16. Uğraş, M. (2018). The Effects of STEM Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education. International Online Journal of Educational Sciences,10(5). doi:10.15345/iojes.2018.05.012
17. Van Meeteren, B., & Zan, B. (2010). Revealing the work of young engineers in early childhood education. Early Childhood Research and Practices, 12(2).
18. What are KEVA planks? (n.d.). Retrieved from http://www.kevaplanks.com/new-to-keva

Introduction

Becoming a STEM (Science, Technology, Engineering, and Mathematics) student has been a transformative experience that has shaped my academic journey and personal growth. In this narrative essay, I will share my experiences, challenges, and the valuable lessons I have learned as a STEM student. From the exhilarating moments of discovery to the persistence required to overcome obstacles, being a STEM student has opened doors to a world of endless possibilities.

Embracing the Unknown

As I embarked on my journey as a STEM student, I quickly realized that curiosity would be my guiding force. STEM subjects presented me with fascinating concepts and complex problems to solve. While it was initially daunting, I embraced the unknown with excitement and a hunger for knowledge. Each day brought new challenges, but I discovered that the joy of unraveling mysteries and finding solutions far outweighed any initial doubts or fears.

Hands-on Learning

One of the most remarkable aspects of being a STEM student is the opportunity for hands-on learning. From conducting experiments in the laboratory to designing and building prototypes, I learned that theory alone could not capture the essence of STEM fields. The hands-on experiences allowed me to bridge the gap between theoretical concepts and their practical applications. Through trial and error, I developed valuable problem-solving skills and learned to appreciate the importance of perseverance in the face of setbacks.

Collaborative Spirit

STEM education is not a solitary pursuit; it thrives on collaboration. Working with my peers on group projects and participating in team-based activities taught me the significance of effective communication and cooperation. By combining our diverse skills and perspectives, we were able to tackle complex problems more efficiently and creatively. Collaboration not only enhanced our learning experiences but also nurtured lifelong friendships and a sense of camaraderie within the STEM community.

The Power of Failure

As a STEM student, failure became an integral part of my learning process. I quickly realized that setbacks were not indicators of incompetence but stepping stones to growth. Each failed experiment or incorrect solution taught me valuable lessons, leading me closer to success. Embracing failure with resilience and determination allowed me to develop a growth mindset, fostering perseverance and a deep understanding that progress often arises from the ashes of temporary defeat.

Innovation and Creativity

STEM education encourages innovation and creativity, challenging students to think outside the box and explore unconventional solutions. As a STEM student, I discovered that creativity was not limited to the arts; it played a crucial role in scientific discoveries and technological advancements. Nurturing my creative instincts alongside analytical thinking allowed me to approach problems with a fresh perspective, fostering breakthrough ideas and expanding the boundaries of knowledge.

Real-World Impact

One of the most rewarding aspects of being a STEM student is the opportunity to make a real-world impact. From developing sustainable solutions for environmental challenges to designing life-saving medical technologies, STEM fields have the power to transform lives and shape the future. Understanding the potential impact of my work inspired me to strive for excellence and motivated me to contribute positively to society.

Conclusion

Being a STEM student has been an incredible journey of self-discovery, growth, and endless possibilities. Through embracing the unknown, engaging in hands-on learning, fostering collaboration, and embracing failure, I have cultivated valuable skills that extend far beyond the classroom. As I continue on this path, I am excited to contribute to the ever-evolving landscape of scientific discovery, technological innovation, and problem-solving. Being a STEM student has not only shaped my academic trajectory but has also instilled in me a sense of purpose and a passion for lifelong learning.

Introduction

Becoming a STEM (Science, Technology, Engineering, and Mathematics) student has been a transformative experience that has shaped my academic journey and personal growth. In this narrative essay, I will share my experiences, challenges, and the valuable lessons I have learned as a STEM student. From the exhilarating moments of discovery to the persistence required to overcome obstacles, being a STEM student has opened doors to a world of endless possibilities.

Embracing the Unknown

As I embarked on my journey as a STEM student, I quickly realized that curiosity would be my guiding force. STEM subjects presented me with fascinating concepts and complex problems to solve. While it was initially daunting, I embraced the unknown with excitement and a hunger for knowledge. Each day brought new challenges, but I discovered that the joy of unraveling mysteries and finding solutions far outweighed any initial doubts or fears.

Hands-on Learning

One of the most remarkable aspects of being a STEM student is the opportunity for hands-on learning. From conducting experiments in the laboratory to designing and building prototypes, I learned that theory alone could not capture the essence of STEM fields. The hands-on experiences allowed me to bridge the gap between theoretical concepts and their practical applications. Through trial and error, I developed valuable problem-solving skills and learned to appreciate the importance of perseverance in the face of setbacks.

Collaborative Spirit

STEM education is not a solitary pursuit; it thrives on collaboration. Working with my peers on group projects and participating in team-based activities taught me the significance of effective communication and cooperation. By combining our diverse skills and perspectives, we were able to tackle complex problems more efficiently and creatively. Collaboration not only enhanced our learning experiences but also nurtured lifelong friendships and a sense of camaraderie within the STEM community.

The Power of Failure

As a STEM student, failure became an integral part of my learning process. I quickly realized that setbacks were not indicators of incompetence but stepping stones to growth. Each failed experiment or incorrect solution taught me valuable lessons, leading me closer to success. Embracing failure with resilience and determination allowed me to develop a growth mindset, fostering perseverance and a deep understanding that progress often arises from the ashes of temporary defeat.

Innovation and Creativity

STEM education encourages innovation and creativity, challenging students to think outside the box and explore unconventional solutions. As a STEM student, I discovered that creativity was not limited to the arts; it played a crucial role in scientific discoveries and technological advancements. Nurturing my creative instincts alongside analytical thinking allowed me to approach problems with a fresh perspective, fostering breakthrough ideas and expanding the boundaries of knowledge.

Real-World Impact

One of the most rewarding aspects of being a STEM student is the opportunity to make a real-world impact. From developing sustainable solutions for environmental challenges to designing life-saving medical technologies, STEM fields have the power to transform lives and shape the future. Understanding the potential impact of my work inspired me to strive for excellence and motivated me to contribute positively to society.

Conclusion

Being a STEM student has been an incredible journey of self-discovery, growth, and endless possibilities. Through embracing the unknown, engaging in hands-on learning, fostering collaboration, and embracing failure, I have cultivated valuable skills that extend far beyond the classroom. As I continue on this path, I am excited to contribute to the ever-evolving landscape of scientific discovery, technological innovation, and problem-solving. Being a STEM student has not only shaped my academic trajectory but has also instilled in me a sense of purpose and a passion for lifelong learning.