Science, Technology, Engineering, and Mathematics (STEM)

STEM (Science, Technology, Engineering, and Mathematics) education is a significant topic in today’s elementary and secondary school development of adolescents. Integrating STEM education within the core curriculum allows future students to apply what they are learning in the classroom to real-world situations. STEM occupations have expanded and will continue to expand as our economy relies on technology. STEM education improves critical thinking and inspires our future generation to think more creatively, resulting in new products that help support our economy. There is a need to develop research on how educators are constructing their curriculum and whether or not they have the experience or knowledge to teach STEM education. It is yet to be determined whether or not STEM education is more beneficial than our traditional general education but what we do know is U.S students are behind in our development of math and science skills compared to those of other developing countries.

Annotation 1:

Reference: Briggs, C. (2016). The policy of STEM diversity: Diversifying STEM programs in higher education. Journal of STEM Education : Innovations and Research, 17(4), 5-7. Retrieved from https://search.proquest.com/docview/1877350603?accountid=32521

Annotation: In the journal article by Briggs (2016) he discusses the importance of how the United States is struggling to compete in the global economy because of its inability to significantly diversify the STEM workforce. He goes on to discuss how our working force is made up of 28.5 percent minorities but only 9.1 percent of Americans are in STEM occupations (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2011). The federal government is aware and is mandating the development of STEM programs and policies that increases participation and funding (Brigg, 2016).

Annotation 2:

Reference: Carver, S. D., Van Sickle, J., Holcomb, J. P., Jackson, D. K., Resnick, A., Duffy, S. F., Quinn, C. M. (2017). Operation STEM: Increasing success and improving retention among mathematically underprepared students in STEM. Journal of STEM Education : Innovations and Research, 18(3), 20-29. Retrieved from https://search.proquest.com/docview/1949081608?accountid=32521

Annotation: In the Operation STEM journal article by Carver, Van Sickle, Holcomb, Jackson, Resnick, Duffy, Quinn (2017), it discusses how Cleveland State University was able to implement a program that allowed students that were underprepared in STEM subjects. They found that many freshmen were lacking a strong foundation in STEM during primary and secondary school. There was a huge gap between State end of course examinations and actual mathematics classes required to progress through STEM disciplines. Operation STEM prepares students through two-week Summer Institutes that engages them in pre calculus courses and provides mandatory supplemental learning sessions during pre calculus and calculus classes.

Annotation 3:

Reference: Chiyaka, E. T., Kibirige, J., Sithole, A., McCarthy, P., & Mupinga, D. M. (2017). Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development. Journal Of Education And Training Studies, 5(9), 18-26.

Annotation: The article addresses general education vs. STEM primary and secondary education is the lack of interest that students have for STEM. Additionally, some studies have looked into the various reasons why that may be and what can be done to up the interest in STEM education. Many schools are implementing professional development for improving teaching skills that would then enhance the learning outcomes of students. This is based on the fact that “students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education” (Chiyaka, 2017, p. 18).

Annotation 4:

Reference: Proudfoot, D. E., & Kebritchi, M. (2017). SCENARIO-BASED ELEARNING AND STEM EDUCATION: A QUALITATIVE STUDY EXPLORING THE PERSPECTIVES OF EDUCATORS. International Journal Of Cognitive Research In Science, Engineering & Education (IJCRSEE), 5(1), 7-18. doi:10.5937/IJCRSEE1701007P

Annotation 5:

Reference: Wu-Rorrer, R. (2017). Filling the gap: integrating STEM into career and technical education middle school programs: There is no single strategy for approaching STEM integration. Technology & Engineering Teacher, 77(2), 8-15.

Annotation: . In this article it discusses the importance of STEM education and how it is interrelated to real-world experiences. It summarizes the research conducted by Wu-Rorrer on STEM integration within the middle school career and technical education study. The article is supported by research and studies based on reviews of literature (Wu-Rorrer, 2017). These facts also make the article reliable through peer reviews and application. The article states that within the application, STEM is still fairly new to the education system and there is not more definitive evidence to support the project.