IEEE SSCS Toronto Chapter Anchors IEEE Canada STEM Program for Educators [Chapters

The present quantitative study surveyed the status and uptake of Science Technology Engineering and Mathematics (STEM) subjects among secondary school students in Zimbabwe. Statistical data for the research was gathered through desk study complemented by physical observational visits at selected schools in all provinces. The study revealed that the uptake of STEM subjects among students was very low as compared to other disciplines in the curriculum such as the arts, humanities and commercial subjects, in comparison with the gross enrolment. This has been the case at both ‘O’ and ‘A’ levels. There is also a noticeable decline in enrolment statistics in STEM related subjects as the level of education increases. Within the sciences, at ‘O’ level, integrated science has high number of entries whilst pure science subjects such as biology, chemistry, physics and computer science registered very few entries. However, even though the enrolment figures are very low in STEM subjects, the pass rates within these subjects have been quite high. There has been also a steady increase in the number of female students taking up science subjects, though the numbers are still on the low side in comparison to their male counterparts. The population with STEM education in Zimbabwe stands at 0.03%. This is besides that the country needs STEM skilled personnel for the implementation of value addition, beneficiation, industrialization and economic development efforts. The MoPSE’s curriculum review and the MHTESTD’s ‘A’ Level STEM initiative though they have been implemented from different political and curriculum view-points, they support the increment of students taking up STEM foundation subjects to realise scientifically and technologically literate society and address the development needs of Zimbabwe.

A comprehensive statewide STEM (science, technology, engineering, mathematics) reform initiative enters its fifth year in the U.S. state of Iowa. A significant proportion of the state’s pre K-12 students and teachers participate in one or more of the twenty programs offered, ranging from classroom curricular innovations to teacher professional development, and from community STEM festivals to career exploration events. An external, inter-university evaluation consortium measures annual progress of the initiative through the Iowa STEM Monitoring Project. Results show citizens to be increasingly aware of and supporting of STEM education; students to be increasingly interested in STEM as well as outperforming nonparticipating peers on state math and science tests; and teachers more confident and knowledgeable in teaching STEM. Iowa’s STEM initiative has garnered national acclaim though challenges remain with regard to expanding the participation of learners of diversity, as well as ensuring the long-term sustainability of the programs and structures that define Iowa’s statewide STEM initiative.

Science, Technology, Engineering and Mathematics (STEM) is an interdisciplinary approach to education. This has also come to be an educational awareness program to encourage young students to study these disciplines. The Department of Defense's National Defense Education Program is an answer to the pressing need for more personnel to study in the STEM disciplines. This paper describes the Department of Defense's STEM initiatives and the Air Force Research Laboratory Information Directorate's approach to STEM educational outreach which is done through hands-on learning and interactive discussions.

Integrating STEM (Science, Technology, Engineering, and Mathematics) Education into Solar Energy Curricula as a Key Strategy for Enhancing Students' Interaction and Understanding of Solar Energy Technologies. STEM education can be considered a key strategy for integrating solar energy studies into academic curricula to enhance students' interaction and comprehension of solar energy technologies. This approach not only fosters critical thinking and problem-solving skills but also prepares students for future careers in sustainable energy. The objective of this study is to evaluate the effectiveness of implementing STEM methods in solar energy education. The efficiency of STEM education in solar energy can be assessed through various criteria, including curriculum development,pedagogical strategies, and environmental awareness. As part of this study, scientific research related to this topic and STEM projects based on alternative energy sources were analyzed. A pedagogical experiment was conducted within the physics education curriculum for the course "Alternative Energy Sources." A total of 51 students participated in the experiment. The learning process utilized an educational-scientific stand designed to study the physical characteristics of solar energy converters, Vernier sensors for data collection, and the Vernier Graphical Analysis program to analyze the relationship between solar panel performance and light intensity. Quantitative data were analyzed using mathematical-statistical methods in the JASP software to observe the correlation between the frequency of STEM product usage and exam scores. The Pearson correlation coefficient was found to be r = 0.575, indicating a positive correlation, with p < 0.001, confirming statistical significance. Linear regression analysis yielded a value of R² = 0.331, suggesting that the use of STEM products explains approximately 33% of the variation in exam scores. The study results confirm that the use of STEM-based educational tools focused on solar energy positively impacts students' academic performance. The findings highlight the significance of incorporating STEM approaches into solar energy education programs, contributing to the training of highly qualified specialists in the field of renewable energy. This research can serve as a foundation for the implementation of innovative technologies in the education system.

STEM education has been regarded as an important educational initiative for cultivating students' twenty-first century skills. The present work aimed to explore ways to promote students' twenty-first century skills through an integrated STEM-based curriculum. Specifically, we designed and implemented an 8-week crossover program of STEM and community service education. In this program, students learned about STEM domain knowledge and community service issues. They then applied the knowledge to solve authentic problems faced by Hong Kong community-housing residents from disadvantaged groups. A mixed-method approach was employed to evaluate the effectiveness of the program in enhancing students' twenty-first century skills and attitudes, including (i) creative thinking, (ii) collaboration, (iii) perseverance, as well as their (iv) STEM career interests. The research participants were 121 secondary students from a government-subsidized school. The quantitative results showed that the participants' creative thinking, collaboration, and perseverance improved alongside their STEM career interests. These findings were further supported by the data gathered through focus-group interviews. This study provides theoretical and practical insights into the integration of STEM education with community service learning.

As technological developments expand globally, the need for science, technology, engineering, and math (STEAM)-relate d professions has grown. Emphasis on STEAM-oriented careers and study choices has expanded in many educational systems in the world. The research focuses on students‘ attitudes towards STEM subjects inside and outside of school, their motivation to study and pursue a STEM career. Key results indicate that students have reservations in pursuing a STEAM career and that their academic and practical motivation to study STEAM varies. The study suggests that employing a diverse, practical approach towards teaching STEAM subjects could encourage more students to choose STEAM subjects and careers. Research object is to explore the factors associated with the low number of students choosing to study and pursue careers in STEM (Science, Technology, Engineering, Mathematics) fields after secondary education in Lithuania. Aim of research is to understand the factors influencing the choices of young people in Lithuania regarding STEM subjects and careers. Objectives: 1. To identify and analyse the factors that prevent students from choosing STEM fields; 2. To explore the differences in attitudes and motivations towards STEM between male and female students. Method of research: Conducting a quantitative analysis through online surveys involving 196 high school students from Šiauliai, Lithuania.

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12th grade level. The target group consisted of 42 secondary students at the 12th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly. Article visualizations:

STEM Education intends to have Integrated Learning in the disciplines of Science, Technology, Mathematics and Mathematics to produce critical, innovative and creative students who contribute to the country's development. STEM education has a role not only as a channel to process and produce local skilled workers, even as a leader in the country's development economy. However, STEM education scenarios in Malaysia are dealing with various issues such as the lack of STEM teaching materials, the reduction in the number of students who continue study in STEM-related fields in the middle and tertiary rankings and low achievements in international level markers studies such as the Program for International Student Assessment (PISA ) and Trends in International Mathematics and Science Study (TIMSS). These issues are related to one of the main challenges, namely STEM learning / teacher teaching quality that is not interesting and consistent and teacher quality in the STEM field. Increasing the quality of STEM learning, the quality of teacher teaching and the quality of teachers needs to be done as one of the proactive steps to strengthen STEM Education. If this effort is not carried out, the dictatorship of the country becomes incompetent in the global ranking and lags behind. This concept paper naturally discusses the issues and challenges of teacher factors in the education of STEM education and so on several reserves and initiatives to overcome the STEM learning challenges / teacher teaching quality that is not interesting and consistent and teacher quality is raised.

The purpose of this research was to compare three different approaches to STEM education in terms of their impact on students' retention of STEM concepts and their ability to apply those concepts in real-world contexts: project-based learning, problem-based learning, and inquiry-based learning. Sixty (60) students in 9th grade made up the study's research sample. A cooperative teacher assisted them in their education. Two groups were formed from the participants. In contrast to the experimental group, which received training based on STEM concepts, the control group received more conventional methods of instruction. A 2x3 factorial design was utilised in the quantitative and experimental studies. We used the conceptual understanding in STEM subjects test (CUSST) to quantify students' grasp of STEM concepts. The study's primary findings indicated that STEM instructional strategies increased students' conceptual comprehension. All three phases of teacher preparation (pre-service, induction, and in-service) should incorporate STEM (science, technology, engineering, and mathematics) instructional practices into the science curriculum and training modules. The incorporation of STEM fields has the potential to enhance science education programmes, methodology, textbooks, and curricula. Stakeholders may be able to use this study as a springboard to investigate current teacher professional development programmes for gaps.

The United Arab Emirates (UAE) has made significant strides towards the diversification of its economy away from hydrocarbons for past several years. The country believes that Science, Technology, Engineering and Mathematics (STEM) education is the main component to achieve a knowledge-based economy. In 2014, the country published its National Innovation Policy (STI), a document that highlights various vital non-oil sectors for investment - all of which are STEM oriented including the space sector. The UAE has demonstrated unique success in attracting more Emirati women to STEM fields than their male colleagues. This paper will highlight different techniques the UAE has used to encourage more Emirati women to graduate with degrees in STEM fields, including the role of UAE's education system in encouraging female students. In addition, the paper will discuss women's role in developing the aerospace sector in the UAE, along with the role of UAE's leadership in empowering women to enter technical fields. The paper will demonstrate the value proposition that the UAE is offering and the uniqueness of the framework that has been put in place.

STEM (science, technology, engineering, and mathematics) education is recognized as the world’s top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world. Keywords: cultural-historical activity theory, Dujiangyan, hydraulic engineering, interdisciplinary knowledge, STEM

BackgroundThe application of artificial intelligence (AI) in STEM education (AI-STEM), as an emerging field, is confronted with a challenge of integrating diverse AI techniques and complex educational elements to meet instructional and learning needs. To gain a comprehensive understanding of AI applications in STEM education, this study conducted a systematic review to examine 63 empirical AI-STEM research from 2011 to 2021, grounded upon a general system theory (GST) framework.ResultsThe results examined the major elements in the AI-STEM system as well as the effects of AI in STEM education. Six categories of AI applications were summarized and the results further showed the distribution relationships of the AI categories with other elements (i.e., information, subject, medium, environment) in AI-STEM. Moreover, the review revealed the educational and technological effects of AI in STEM education.ConclusionsThe application of AI technology in STEM education is confronted with the challenge of integrating diverse AI techniques in the complex STEM educational system. Grounded upon a GST framework, this research reviewed the empirical AI-STEM studies from 2011 to 2021 and proposed educational, technological, and theoretical implications to apply AI techniques in STEM education. Overall, the potential of AI technology for enhancing STEM education is fertile ground to be further explored together with studies aimed at investigating the integration of technology and educational system.

STEM education has become vital to equip the next-generation knowledge workers for Industry 4.0 world. STEM education refers to a curriculum based on the teaching of science, technology, engineering and mathematics, aiming to prepare students with critical thinking, collaboration, communication, and creative thinking (4C) abilities. STEM education and its associated industry market have tremendously grown in the past decade. Developing knowledge management skills and understandings are equally critical in equipping lifelong knowledge workers. The knowledge, skills, attitudes, and abilities to identify, search, analyse, apply and disseminate information and media products are essential. However, knowledge management-related education programs, curricula or frameworks for K-12 education still need to be made available. This article examines the common characteristics of STEM and KM education, investigates the current practice of KM in STEM education in Hong Kong, and proposes a STEM curriculum with KM learning elements for K-12 education.

STEM (Scienc e, Technology, Engineering, and Mathematics) education has gained global recognition for its role in nurturing 21st-century skills such as critical thinking, creativity, problem-solving, collaboration, and innovation. The effective integration of STEM education in school classrooms largely depends on teachers’ awareness and understanding of its interdisciplinary nature, pedagogical approaches, and curricular relevance. Teacher education institutions therefore play a crucial role in developing adequate awareness of STEM education among pre-service teachers. The present study aims to examine STEM education awareness among pre-service teachers enrolled in teacher education programmes. A quantitative descriptive survey method was adopted, and data were collected from 120 pre-service teachers using a self-developed STEM Education Awareness Scale. The findings indicate that pre-service teachers demonstrate moderate awareness of STEM education, with noticeable gaps in interdisciplinary integration and application-oriented understanding. The study emphasizes the need for systematic orientation, curricular integration, and professional support within teacher education programmes to strengthen STEM education awareness among future teachers.

AimsThe present study was conducted to apply and examine case‐based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking.DesignA randomized experimental design with non‐equivalent group pretest–posttest.MethodsParticipants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self‐directed learning, self‐efficacy were administered before and after the experiment.ResultsDifferences between the STEM group and control group were observed in critical thinking, self‐directed learning, self‐efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.