Zobrazeno 1 - 10
of 445
pro vyhledávání: '"H. Roehrig"'
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 6, Iss 1, Pp 1-19 (2024)
Abstract Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating students to consider STE
Externí odkaz:
https://doaj.org/article/ecf95aa32f37414e9d18ae86d31d50c2
Autor:
Joel D. Donna, Gillian H. Roehrig
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 6, Iss 1, Pp 1-15 (2024)
Abstract Induction programs have been promoted as a potential solution for alleviating aspects of job dissatisfaction that lead to attrition of beginning science teachers. We can meet the immediate concerns of beginning teachers that impact job satis
Externí odkaz:
https://doaj.org/article/157006f4733347448b603e045503e049
Autor:
Joel D. Donna, Gillian H. Roehrig
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 6, Iss 1, Pp 1-1 (2024)
Externí odkaz:
https://doaj.org/article/d41b801cdb7442298e43a3d2c923f9ac
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 3, Iss 1, Pp 1-18 (2021)
Abstract Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, educators, and curriculum
Externí odkaz:
https://doaj.org/article/9abea86a918045aaaa70a427ccb70bd1
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-21 (2021)
Abstract Background Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information about the presence a
Externí odkaz:
https://doaj.org/article/9f12d527c49747c9a5bf9fe761e6582e
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-15 (2020)
Abstract Background Recent policies have given momentum to the science, technology, engineering, and mathematics (STEM) education in the USA and throughout the world. This has resulted in rapid growth in engineering and STEM curricula, many of which
Externí odkaz:
https://doaj.org/article/9147c4f490c44144aa9ce9aeb47580f2
Autor:
Amanda K. Hund, Elizabeth Stretch, Dimitri Smirnoff, Gillian H. Roehrig, Emilie C. Snell-Rood
Publikováno v:
Biomimetics, Vol 8, Iss 1, p 48 (2023)
(1) Generating a range of biological analogies is a key part of the bio-inspired design process. In this research, we drew on the creativity literature to test methods for increasing the diversity of these ideas. We considered the role of the problem
Externí odkaz:
https://doaj.org/article/51f081bc892740d3b82cb28cb9ff93dd
Publikováno v:
Education Sciences, Vol 12, Iss 11, p 762 (2022)
In this exploratory case study, the assessment methods planned and used in Egyptian STEM schools were explored. The purpose of the study was to explore the relationship between the ideals provided in STEM education both from research and policy docum
Externí odkaz:
https://doaj.org/article/8ac3540cf53d44b69ded231889d1a13d
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-19 (2018)
Abstract Background Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience lear
Externí odkaz:
https://doaj.org/article/0be3342119e648fe9f63a5f636ddd5c6
Publikováno v:
Research in Integrated STEM Education. :1-25
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates h
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e892119d4f0636add39c00094f08079f
https://doi.org/10.1163/27726673-00101004
https://doi.org/10.1163/27726673-00101004