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The document discusses problems in STEM education. It identifies three main problems: lack of STEM teachers, poor laboratory facilities and instructional media, and poor content delivery and methods of assessment. Specifically, it notes the national teacher shortage affects STEM fields most significantly. It also explains that many school facilities were not designed for STEM and lack sufficient tools, equipment, and instructional media. Finally, it states content delivery and assessment methods are often ineffective, resulting in students grasping little. The conclusion emphasizes addressing problems at elementary through high school levels as these are the foundations for further STEM education.
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3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
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This document summarizes research on the impact of technology on student learning. It finds that:
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2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
Inquiry part 4
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Science laboratory teaching in developing countries
Science laboratory teaching in developing countries:
job of the dayApril 11, 2023
Science laboratory teaching in developing countries:
Science education is considered the key of development for the developing countries. In developing countries, the science subjects are taught by lecture method and students learn by rote memorization. For science experiments, almost 20% teaching time is allocated because of lack of equipment (AHDD, 2007). In Kenya, Wachanga & Mwangwi (2004) found out that student centered teaching methods enhance students learning and improve students achievement in which students take active part in the class activities. On the other hand, in teacher centered methods students feel difficulty to understand science concepts.
In Nigeria, Ogunbiyi (1986) claim that students are unfamiliar with most of the lab apparatus and lab work. Teacher’s main focus is on route learning. In Malawi, there is serious shortage of lab space and equipment. Most of the practical are taught theoretically by the teachers (Zeymelman, 1990). In Botswana, the important aim of teaching of science is to develop skills and logical thinking among the students yet facilities are limited (Motswiri, 2004).
Okwakol (2009) stated that in developing countries science lab work is considered as a “marginal activity”. Moreover, he explains that the bad economic condition of the developing countries is due to the negligence of the lab work and modern sciences. Although some developing countries trying to move toward innovation and upgrade their science lab in developing countries, for the better economic growth, government should provide ideal opportunities to their young scientist according to their talent. Moreover, government must provide well equipped science lab to address social problems. In developing countries, creative scientist can enhance economic growth through scientific research and scientific publication. Thus developing countries must increase the percentage of Gross National Product (GNP) to develop new and modern research labs for the students (Yoldere & Adamu, 2015).
Developing countries face many challenges regarding science lab work and science education. Inadequate science lab infrastructure, lack of qualified teachers, inadequate materials of science lab, Lack of practical work and Curriculum drawbacks are discuss below:
Inadequate science lab infrastructure:
Infrastructure means all those factors which are necessary to provide a suitable environment to conduct any activity. Building, furniture and equipment are the part of infrastructure of any science lab. Lack of infrastructure affects the educational worth. However it is said that lack of infrastructure can create the cause of poor quality of science lab work in schools of developing countries (Saeed et al.2015).
In the modern age, developing countries are for behind to cope with science and technology.
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- 1. PROBLEMS IN STEM EDUCATION By: Angela Victoria G. Tan
- 2. INTRODUCTION: One of the biggest problems around STEM education is the lack of understanding of what STEM is It's an approach to how those topics should be thought. Interdisciplinary (Adi, 2019). Many STEM programs miss out on that vital aspect and offer same old curriculum under the STEM header. Lack of STEM learning environments is also a big problem, funding is crucial but so is the fundamental understanding of what STEM education is, what it's good for and why every student should learn STEM. Without it, a lot of funding goes into “STEM” learning environments (Adi, 2019).
- 3. WHAT ARE SOME PROBLEMS IN STEM EDUCATION ? Lack of teachers Poor Condition of laboratory facilities and instructional media Poor Content delivery and method of assessment
- 5. Lack of teachers. The national teacher shortage is no secret. In fact, in Arizona, nearly 23 percent of teacher vacancies remained unfilled as of January 2019 (Humphrey and Luna, 2019). The shortage affects classrooms in all academic disciplines, but perhaps most significantly in the STEM fields. It has risen to national importance with the current administration, identifying the shortage as among the most significant impediments to its plan to grow American excellence in the STEM fields.
- 6. Poor Condition of laboratory facilities and instructional media
- 7. Poor Condition of laboratory facilities and instructional media. According to the article published in Education Week regarding classroom management by Krueger & Whitmore (2001), the result of the five years research done by University of Wisconsin asserted that classroom is the most important area within the school where student spent most of their time. The study affirms that reduction of class size can result in higher achievement for children living in poverty. Therefore, the environment of the classroom/laboratory should be made conducive to learning.
- 8. Unfortunately, most schools’ facilities used for learning today were constructed before World War II and 40% were not built for STEM education rather for industrial arts (the National School Boards Association, 1996). Many schools are not equipped with the needed facility structure, tools and equipment and required instructional media. When teaching materials are insufficient, teachers should learn to improvise (Nwanekezi et al,. 2010).
- 9. Poor Content delivery and method of assessment Poor Content delivery and method of assessment
- 10. Poor Content delivery and method of assessment. Brunner (1961) postulated that the learner learns through discovery activities varied out by the child using materials and learner’s mental process.The STEM educator as a facilitator will not only be knowledgeable in the subject but should also possess the basic and necessary skills with which to impact the knowledge of the subjects to the students and learners at all levels of learning (Nwanekezi et al., 2010). When teaching is not effective, the learners grasp little or nothing and this reflects in the future choice of career.
- 11. CONCLUSION: For STEM education to achieve its goals and objectives, addressing the barriers to STEM education should start by fixing the problems at the elementary, junior and senior high school levels. These are the grassroots and potential feeders to colleges and universities. According to Mervis (2011), a successful science and math school is a successful school first, with skilled, knowledgeable teachers who address the needs of all students in a supportive, resource-rich environment.
- 12. “STEM is messy. STEM is loud. STEM is chaotic. But it’s exciting and engaging to see.” - Tina Garrett, District STEM Coordinator