![]() ![]() ![]() Today, STEM education not only helps prepare students for jobs in tech, but for a much wider variety of employment. The older model for STEM education was to prepare students for technology-related jobs. Through this activity, they will develop skills in data science, simulation, and modeling, as well as a design thinking mindset. Mindsets refer to how students approach the world around them, the social-emotional skills they use, and how they solve the problems they face, such as through computational thinking.įor example, if students learn about the effect wind and soil erosion have on farmland areas, they may use a form of geographic technology that identifies the correlations between weather and land characteristics. Skill sets refer to the ability to carry out a task to solve a specific problem, like programming, data science skills, and simulation skills. When using technology in an active learning environment, students can develop innovative skill sets and mindsets that foster creativity, collaboration, and problem-solving abilities. Developing Innovative Skill Sets and Mindsets A transformation to a technology-supported, skills-based curriculum helps students develop specific skill sets and mindsets that will equip them to meet the challenges of a rapidly changing world and prepare them for the jobs of the future. Instead of focusing on teaching how to use technology itself, with an aim to prepare students for the Fourth Industrial Revolution, technology should be at the center of students’ learning activities to maximize learning outcomes. Students are already surrounded by technology every day. However, while STEM education may not be a new concept, schools are changing the way they are approaching it. A STEM education can also lead to quality employment for students in the future where they can effectively use the lessons they learned in school. Also known as STEAM (for introducing the arts as a crucial aspect of students’ education), the learning approach has long been accredited for generating educational benefits among students. The development, the implementation and the evaluations will be carried out by researchers in astrophysics, physics, informal science learning and science communication in close collaboration (co-creation) with teachers and students.Since the 1990s, STEM education (science, technology, engineering, mathematics) has become one of the most essential building blocks for student success in education. The development will be based on established science educational approaches. The other intervention is based on the co-creation of educational material on current STEM research in the Netherlands to target a broad group of Dutch youth (ages 9-16), in particular underrepresented groups such as girls, minorities and children from low-SES backgrounds. ![]() Through a randomized control trial, we will investigate whether the STEM background of the tutor has an impact on the children’s interest in STEM. We will implement and evaluate a long-term tutoring project for low-SES primary school children. Recent studies show that tutoring has a positive effect on learning for low-SES students. One of the interventions focuses on the effect of tutoring of low-SES primary-school students. We will develop two interventions in STEM education and communication that will be based on current knowledge on minorities in STEM learning and that will be scientifically evaluated. Participants in such activities disproportionately consist of young people from more affluent, the middle-class, and ethnically dominant backgrounds of society.īy the implementation of two interventions our project aims to understand how to decrease this gap. However, studies show that STEM activities are not inclusive and in many cases alienate minorities from pursuing a career in STEM fields. It is essential that all youth be given opportunities for learning STEM subjects. This project aims for evidence-based outreach to understand and increase participation in STEM learning of youth with backgrounds. ![]()
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