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(2016)
STEM road map: A framework for integrated STEM education
E. Dare, Elizabeth Ring‐Whalen, G. Roehrig (2019)
Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM educationInternational Journal of Science Education, 41
J. Pleasants, M. P. Clough, J. K. Olson, G. Miller (2019)
Fundamental issues regarding the nature of technology: Implications for STEM education, 28
S. Guzey, K. Tank, Hui-Hui Wang, G. Roehrig, T. Moore (2014)
A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into ClassroomsSchool Science and Mathematics, 114
M. P. Clough, J. K. Olson (2016)
Connecting science and engineering education practices in meaningful ways: Building bridges
(2011)
Successful K‐12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics
J. Pleasants, Michael Clough, J. Olson, Glen Miller (2019)
Fundamental Issues Regarding the Nature of TechnologyScience & Education, 28
Higinio Dominguez, Melissa Adams (2013)
Más o Menos: Exploring Estimation in a Bilingual Classroom.Teaching children mathematics, 20
D. Zeidler (2014)
STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific responseCultural Studies of Science Education, 11
R. M. Felder, R. Brent (2016)
Teaching and learning STEM: A practical guide
K. Becker, Kyungsuk Park (2009)
Integrative Approaches among Science,Technology, Engineering and Mathematics (STEM) Subjects on Students' Learning: AMeta-AnalysisJournal of STEM Education: Innovations and Research, 12
W. McComas, S. Burgin (2020)
A Critique of “STEM” EducationScience & Education, 29
R. W. Bybee (2013)
The case for STEM education: Challenges and opportunities
Science, technology, engineering, and mathematics (STEM) education is an integral component of developing the work force and is needed to continue to drive the nation's innovation and international competitiveness. According to a US Department of Commerce study, STEM education is going to play a critical role in solving challenges related to society and the environment (Bybee, 2013). However, the number of students being provided with access to effective STEM Education programs in schools is continuing to decrease, especially students in historically marginalized groups (Dominguez & Adams, 2013) Integrating STEM into K–12 education makes STEM classrooms more meaningful, engaging, and interesting for students (Guzey & Brown, 2014) and increases students' academic achievement (Becker & Park, 2011; Rehmat, 2015). With the importance of these educational outcomes, it is necessary to ensure that all students are provided access to these STEM experiences, especially students in historically underrepresented groups. Unfortunately, underrepresented groups have been marginalized in STEM education and STEM career fields. With the increased need in STEM career fields and the lack of opportunities for underrepresented students, educators need to address the challenges in several areas to provide equity and access for all students.PROFESSIONAL DEVELOPMENTTeaching STEM to students from underrepresented groups can be challenging
School Science and Mathematics – Wiley
Published: Apr 1, 2022
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