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Science, Technology, Science, Technology, Engineering, and Engineering, and
Mathematics (STEM) Mathematics (STEM) in the United Statesin the United States
Science, Technology, Science, Technology, Engineering, and Engineering, and
Mathematics (STEM) Mathematics (STEM) in the United Statesin the United States
National United UniversitySeptember 21, 2011
William E. Dugger, Jr.Emeritus Professor, Virginia Tech
&Senior Fellow, International Technology and
Engineering Educators Association
Outline of PresentationOutline of PresentationSTEM – definedA few basic definitionsNational content standards for STEM?Why STEM is so importantSome current work in U. S. affecting STEM:
◦NAEP◦Common Core Standards◦Framework for K-12 Science Education
Some U. S. efforts to support STEMPromises and challenges for STEM in the future
The Constitution of the United States grants the Federal Government no authority over Education, the 10th Amendment applies:
"The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people."
STEM (Science, Technology, STEM (Science, Technology, Engineering, and Mathematics) Engineering, and Mathematics)
STEM is the integration of Science, Technology, Engineering, and Mathematics into a trans-disciplinary subject in schools.
STEM is a new offering in U. S. schoolsSTEM education offers a chance for students to
make sense of the world rather than learn isolated bits and pieces of phenomena
STEM can be taught in a number of ways (integrated subject matter vs. ”silos” or other)
STEM: STEM: Integrated or Separated?Integrated or Separated?
STEM: STEM: Integrated or Separated?Integrated or Separated?
Integrated STEM: The principles of science and the analysis of mathematics are combined with the design process of technology and engineering in the classroom.
Separated S.T.E.M.: Each subject is taught separately with the hope that the synthesis of disciplinary knowledge will be applied. This may be referred to as STEM being taught as “Silos”
Some basic definitionsSome basic definitionsSome basic definitionsSome basic definitions
What is Science, Technology, What is Science, Technology, Engineering, and Engineering, and
Mathematics???Mathematics???
What is Science, Technology, What is Science, Technology, Engineering, and Engineering, and
Mathematics???Mathematics???
STEM DEFINITIONSSTEM DEFINITIONS
Science is the study of our natural world (National Science Education Standards, National Research Council, 1996).
Technology is the modification of the natural world to meet to human wants and needs. (ITEA, 2000)
Engineering is design under constraint (William Wulf, Past-president of National Academy of Engineering)
Mathematics is the study of any patterns or relationships (AAAS, 1993)
Updated Definition of TechnologyUpdated Definition of Technology
Technology is the modification of the natural world to meet to human wants and needs (ITEA).
➤It helps us to improve our health; to grow and process food and fiber better; to harness and use energy more efficiently; to communicate more effectively; to process data faster and accurately; to move people and things easier; to make products to enhance our lives; and to build structures that provide shelter and comfort (Dugger).
ITEEA/Gallup PollsITEEA/Gallup Polls<http://www.iteea.org/TAA/Publications/TAA_<http://www.iteea.org/TAA/Publications/TAA_Publications.html#Polls>Publications.html#Polls>
2001 and 2004 ITEEA/Gallup Polls.1000/800 national telephone interviews.Theme: “What Americans Think About
Technology”.Over 60% of Americans think that
technology and science, as well as technology and engineering, are basically one and the same.
ITEEA/Gallup Polls (Continued)ITEEA/Gallup Polls (Continued)<http://www.iteea.org/TAA/Publications/TAA_Publicatio<http://www.iteea.org/TAA/Publications/TAA_Publications.html#Polls>ns.html#Polls>
98% believe that understanding the relationship between technology and science is important.
Two-thirds view technology narrowly as computers, electronics, and the Internet.
97% stated that the study of technology should be included in the school curriculum.
The study of technology or Technology Education should NOT
be confused with Information Technology, Educational (or instructional) Technology, or Information and Computer
Technology (ICT)!
Why is Why is STEM Education so STEM Education so Important Important in thein theU.S?U.S?
“For a society so deeply dependent on technology and engineering, we are largely ignorant about
technology and engineering concepts and processes, and we (the U. S.) have largely ignored this incongruity in our educational system.”
(Bybee, 2000)
Schooling is not relevant to Schooling is not relevant to many of our youth in the U. S. many of our youth in the U. S. today:today:
Schooling is not relevant to Schooling is not relevant to many of our youth in the U. S. many of our youth in the U. S. today:today:
In the U.S. in 2009, approximately 1.25 million kids
left school without a high school diploma … that’s about 7,000
students a day!(National Dropout Prevention
Center, 2009)
The national Science Board in 2008 reported that the U. S. is currently experiencing a chronic decline in homegrown STEM talent and is increasingly dependent upon foreign scholars to fill the workforce and leadership voids.
The Council of Graduate Schools (2007) noted that
graduate school admissions to some post secondary STEM
programs are down by 30 percent over previous levels.
In some areas, only 16
percent of students in science and engineering disciplines
were citizens of the U.S.
Disturbing data:Disturbing data:
Only four percent of American college graduates in 2003 majored in engineering compared to 13 percent of European students and 20 percent of those in Asia.
A recent report of the U. S. Bureau of Labor Statistics predicts that the number of jobs in STEM
occupations will grow by 47 percent, three times the rate of all
other occupations, by 2010.(American Association of State
Colleges and Universities, 2005)
National Content Standards National Content Standards for STEMfor STEM
National Content Standards National Content Standards for STEMfor STEM
No current integrated STEM Standards
Individual STEM Subject StandardsScience
Benchmarks for Science Literacy (AAAS. 1989)National Science Education Standards (NRC, 1996) New Framework of Science Standards (being developed now)
MathematicsPrinciples and Standards for School Mathematics (NCTM, 2000)
Individual Standards Individual Standards (Continued):(Continued):Individual Standards Individual Standards (Continued):(Continued):
Engineering (None available)Technology
Standards for Technological Literacy: Content for the Study of Technology (STE)(ITEA 2000,2002,2007)(ITEEA) Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL)(ITEA 2003)
Technology and Engineering Standards (maybe in future)
www.iteea.org
Individual Standards Individual Standards (Continued):(Continued):Individual Standards Individual Standards (Continued):(Continued):
State Standards – Varies by state
National Assessment of Educational Progress (NAEP)
Common Core State Standards
Framework for Science Education
National Assessment of Educational Progress (NAEP)(“The Nation’s Report Card”)
2014 Technology and Engineering Literacy Framework
www.naeptech2012.org
NAEP 2014 Technology and NAEP 2014 Technology and Engineering Literacy FrameworkEngineering Literacy Framework
What is NAEP? Evolution and BackgroundProcess of Framework Development
◦Steering Committee◦Planning Committee
Overall PurposesOverall Purposes1. Develop the recommended framework and specifications for
NAEP Technology and Engineering Literacy Assessment in 2014 for grades 4, 8, and 12.
2. Recommend grade level(s) for the “probe” assessment in 2014.
3. Recommend important background variables associated with student achievement in Technology and Engineering Literacy that should be included in NAEP Assessment.
4. The assessment will be entirely computer-based.
Major Assessment Areas Major Assessment Areas
Technology & Society
Design & Systems
Information & Communication
Technology (ICT)
A. Interaction of Technology and Humans
B. Effects of Technology on the Natural World
C. Effects of Technology on the World of Information and Knowledge
D. Ethics, Equity and Responsibility
A. Nature of Technology
B. Engineering Design
C. Systems Thinking
D. Maintenance and Troubleshooting
A. Construction and Exchange of Ideas and Solutions
B. Information Research
C. Investigation of Problems
D. Acknowledgement of Ideas and Information
E. Selection and Use of Digital Tools
Common Core State Standards
National Governors Association Center for Best Practices and
Council of Chief State School Officers
2010
www.corestandards.org
Common Core State Standards(Continued)(Continued)
Standards for English-language arts and mathematics Grades K-12 Developed in collaboration with a variety of stakeholders
including content experts, states, teachers, school administrators and parents.
The standards establish clear and consistent goals for learning that will prepare America’s children for success in college and work.
Forty-four states have stated that they will adopt these standards.
www7.nationalacademies.org/bosewww7.nationalacademies.org/bose
A Framework for K-12 Science Standards:
Practices, Crosscutting Concepts, and Core Ideas
Board on Science Education, The National Research Council
July, 2011
HOW THE FRAMEWORK WAS DEVELOPED:
◦NRC convened a 18 person committee in 2009-2010 to develop a framework
◦Draft of framework was released in summer of 2010 for first review
◦Committee revised draft based on input received
◦Framework went through NRC review process also with more than 20 experts providing detailed comments
◦Committee revised framework in 2011◦Final framework was released in July 2011
Dimension 1: Scientific and Engineering Practices:
◦1. Asking questions (for science) and defining problems (for engineering)
◦2. Developing and using models ◦3. Planning and carrying out investigations ◦4. Analyzing and interpreting data
Dimension 1: Scientific and Engineering Practices (Continued)
◦5. Using mathematics and computational thinking
◦6. Constructing explanations (for science) and designing solutions (for engineering)
◦7. Engaging in argument from evidence ◦8. Obtaining, evaluating, and communicating
information
Dimension 2: Crosscutting Concepts That Have Common Application Across Fields:◦1. Patterns ◦2. Cause and effect: mechanism and explanation ◦3. Scale, proportion, and quantity ◦4. Systems and system models ◦5. Energy and matter: flows, cycles, and
conservation ◦6. Structure and function ◦7. Stability and change
Dimension 3: Core Ideas in Four Disciplinary Areas:
1. Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies
for information transfer
Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):
2. Life Sciences LS 1: From molecules to organisms: Structures and
processes LS 2: Ecosystems: Interactions, energy, and
dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological Evolution: Unity and diversity
Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):
3. Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity
Dimension 3: Core Ideas in Four Disciplinary Areas (Continued):
4. Engineering, Technology, and the Applications of Science
ETS 1: Engineering design ETS 2: Links among engineering, technology,
science, and society
Some U. S. Efforts to Support Some U. S. Efforts to Support STEM Education:STEM Education:
International Technology and Engineering Educators Association (ITEEA)(www.iteea.org)
The National Academies (NAS, NAE, NRC)(www.nap.edu)
National Science Foundation (NSF) (www.nsf.gov)
American Society for Engineering Education (ASEE)(www.asee.org)
Federal and State Efforts
Promises and Challenges for STEMPromises and Challenges for STEMSome promises from STEM:
◦Enhance student learning in the subjects of critical need:* STEM is an excellent way to synthesize and give more
meaning to closely related subjects. Students gain knowledge and abilities in an integrated
environment. Students are encouraged to be more innovative in what
they are learning. Students describe STEM as appealing and fulfilling
* Some of this content came from Dr. John Ritz (Professor) and Amanda Roberts (PhD Student) at Old Dominion University, Norfolk, VA
Promises and Challenges for STEMPromises and Challenges for STEMSome challenges of STEM:
◦STEM requires systemic change by policy makers, administration, and teachers to set the agenda and make the transition:* Change is difficult to make. Many teachers were not prepared (nor want) to teach in an
integrated environment. The formal integration of subjects in the U. S. has not met
with much success in the past. May require additional resources.
* Some of this content came from Dr. John Ritz (Professor) and Amanda Roberts (PhD Student) at Old Dominion University, Norfolk, VA
SUMMARY: This presentation has provided a view of the development and status of STEM in the U.S.
The items discussed were:◦ STEM – defined◦ A few basic definitions◦ National content standards for STEM?◦ Why STEM is so important◦ Some current work in U. S. affecting STEM:
NAEP Common Core Standards Framework for K-12 Science Education
◦ Some U. S. efforts to support STEM◦ Promises and challenges for STEM in the future
Thank you!Thank you!
William E. Dugger, Jr. Senior Fellow and Former Director
Technology for All Americans Project
International Technology and Engineering Educators Association
wdugger@iteea.org
and
Emeritus Professor, Virginia Tech
dugger@vt.edu
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pressroom.htm