STEM Education Must Start In Early Childhood Education

Science education has been a controversial topic among employers and schools for years. Employers are requesting more STEM graduates yet the schools are unable to keep up with the rising demand. Unemployment rates continue to go up while positions in the science, technology, and engineering fields have remained open and unfulfilled. STEM (science, technology, engineering, and mathematics) education is vital to the position of the United States in the world standings in STEM research and design. Currently 3 of the 5 top positions in STEM research are held by Asian countries and sadly the United States doesn’t even fall in the top 10 for the list. There was once a time when the United States led the world in STEM research, but times have

STEM (science, technology, engineering and mathematic) includes some of the most versatile and important careers in the modern world. Most new developments that are making the world a better place to live are from the influences of STEM fields. As the world becomes more technologically developed there is an increase demand for students well-trained in the STEM related fields. To keep pace with this rapidly expanding area of the economy requires an adequate number of P-12 teachers with the necessary content knowledge and skills to train the next generation. Currently, Texas is facing a critical shortage of teachers with strong backgrounds in STEM. This STEM teacher shortage is impacting student learning and if too many teachers pursue degrees

Michael S. Teitelbaum argues in his report, “ The Myth of the Science and Engineering Shortage” that while it may be true that there is an increase in STEM jobs in the US, the fact is for the majority of STEM jobs the wages have been stagnant or declining, indicating that there is no demand for STEM graduates. Teitelbaum continues by stating that it is very simple to claim there is a shortage in STEM by hand-picking specialized fields in STEM that may currently have a shortage due to location and specific years, as a result of changing technology, But to state that all STEM related occupations are experiencing a shortage because a few specialized fields are experiencing a shortage is dangerous as it paints a false a narrative of reality to pursuers’ of STEM degrees. In addition when comparing the unemployment rate of occupations such as registered nurses, physicians, dentists, and lawyers to occupations in STEM, that proponents of STEM have valiantly claimed are experiencing a massive shortage, the unemployment for STEM occupations is staggering. With recent graduates suffering the most with unemployment rates in engineering and computer science above seven percent, as well as an unemployment rate hovering slightly below twelve percent for graduates in information systems ( Teitelbaum). Teitelbaum states that while it may be true that the US is consistently scoring in the middle in international assessments, they are still producing a third of all high-performing students in science and fourteen percent of high-performing students in math. In addition, he states he is not against the push for science and math, as he believes all high school students should be adept in both, but that there is “a big disconnect between this broad educational imperative and

Different learning theories, empirical evidence, and the implication of using those theories in the context of STEM education.

STEM or Science, Technology, Engineering, and Math was started last year in this school. In STEM you get to learn about all these topics by testing experiments and researching. STEM helps everyone learn for the future and helps them become innovators, leaders, educators, and researchers.

Technology based programs in schools teach students literal skills they can use to find careers and be successful in numerous jobs. In the article “Biotechnology Goes to High School,” Michelle Quinn informs readers that through biotechnology, students are learning skills like knowing how to work with cells, learning how to manufacture, and testing different things for quality (1). Biotechnology sets up students for success not only in the biotechnology field, but the skills learned in biotechnology can be applied to many distinct careers. In the article “The Computer Programmer is a Child”, it explains how kids as young as elementary students are learning the skill of programming (Para 1). When a young child develops a passion for anything, they will learn how to become very accomplished and in this case a child has passion towards computer programming which will lead that child to countless job opportunities. Technology based programs like biotechnology keep students motivated and out of trouble.The article “Biotechnology Goes to High School”, gives a real life experience where a student was slacking off and missing many days off school, until that individual learned about biotechnology and the possibilities of it affecting his future in a positive way (1). This shows that students can have more determination in schools as long as they are more certain it will impact their life. Sometimes kids do not have determination because they feel like what they are learning is pointless and will not improve their future. In the article “Biotechnology Goes to High School”, it states that students in biotechnology will have the opportunity to take advantage of the skills they acquire in the class by becoming an intern for a biotech company, while being paid (1). Biotechnology gives students a motive to why they should pay attention, stay

Typically when you ask very young children what they want to be when they grow up, you usually get the same five answers; like pop star, scientist, vet, doctor, or astronaut. These are popular answers because it’s what young kids believe is success, but what children aren’t taught at a young age is the struggles and difficulty of getting to that point of success. Another thing is four out five of the most popular careers children tend to choose, are jobs in STEM. Most children change their minds as they get older and discover their hobbies and interests, especially when they find out how difficult and challenging some of the original jobs that they chose may be. Unlike some teenagers, I’m still that five year old girl who answered doctor when

The discovery of interests in school begins at a young age, “career aspirations based on individual aptitudes, interests, and values are formulated during adolescence and shape the academic choices that lead to the STEM career pipeline” (Wang 771). Girls may discover that they are interested in science or mathematics at an early age, but they are generally compared to their male counterparts, who are given more attention at a younger age to pursue careers in this field. This time frame is critical, if attention is not given and more concentration is placed, girls may lose interest or consideration in the subject, seeing that it has nothing to offer for them. Jill Bystydzienski asserts, “little attention is paid, however to girls’ engagements with engineering during early stages of decision making” (1-2). If young females were given personal interactions with a field, they can then decide if they have a further interest in the subject. With no introduction to the field in middle school or even high school, the girls do not really understand what they can do with the profession. Some may explore options on their own, and others may just bypass the opportunities that could await them, “young girls cannot possibly consider opportunities they do not know exist” (“Why STEM”). Even when interest is expressed by girls at a young age they still do not have as many resources to opportunities to learn more about the

Math is imperative to be successful; however, America is 32nd in math education. Only 40% of children in the fourth grade are even considered proficient in this area of study; only 35% of 8th graders are considered proficient or above proficient. It is estimated that this proficiency will cost $75 trillion to correct within the next 80 years. Students just are not interested in mathematics. Lowcountry Maritime Society is looking to change that. With hands on activities involving STEM skills, students truly get excited to learn math. These hands on opportunities interconnect math with boat building, the community, and much more.

They explored the maximizing, motivation, targeting technology project that was designed for use on middle school students in rural schools who met the selection criteria of being low SES and having a non-college graduating parent or parents. The program consisted of a two-week, non-residential summer program held at a Texas university and then academic year meetings facilitated by the participating teachers at their school. After the program, the students were asked to complete a questionnaire that was designed to measure participants' interest in, aptitude for, and enjoyment of science, mathematics, technology, and other academic areas such as English and social studies. The study is valuable to any parents, teachers or educational leaders in the middle grades sector that want to see their student spark an interest in math, science or technology. The study concluded that both male and females showed an increased interest and confidence regarding math, science, technology, and problem-solving. The pre-test results indicated that males endorsed higher ranks than females on 16 items relating to mathematics, science, technology and problem-solving; however, post-test results revealed that the program had a considerable impact on females' ideas about their abilities in these areas. The authors describe the limitations as a

A study conducted by researchers Judith Harackiewicz, Christopher Rozek, Chris Hullerman, and Janet Hyde analyzed the effectiveness of parental involvement concerning their children’s choice in high school STEM classes. The researchers hypothesized that parents could be key components in raising STEM enrollment by talking to their children and discussing the positive aspects of these often overlooked courses. Another aspect of the hypothesis was that the parents’ values of these courses would be influenced by the end of 11th grade which would lead to more open conversations held between the parents and their children.

The United States Department of Education is committed to ensuring that all students have access to a quality Science, Technology, Engineering, and Mathematics (STEM) education (“Science, Technology, Engineering, and Math”, n.d.). Despite this commitment, reports indicate a decline in STEM proficiency as well as a lack of qualified teachers to respond to the deficiency (Holdren, Lander, & Varmus, 2009). The lack of qualified STEM teachers has resulted in critical shortage areas in many districts across the United States, prompting policy reform allowing alternative certification pathways to alleviate shortages (“Alternative Routes”, n.d.). Even with a reduction in critical shortage areas, preliminary reports continue to show little or no

Interest in science, technology, engineering, and mathematics (STEM) is thinning for women as they progress into higher levels. Women in grades 7-12 were surveyed to see if their interest in STEM fields were diminishing. According to Van Leuvan, this survey showed that there was a decline in interest as these girls progress through high school. Throughout middle school and junior high a love for mathematics can be developed. However, a loss of interest is present as soon as girls hit more demanding classes like calculus. Grades will highly diminished and a fear for comprehension of mathematics in the future will develope. According to the article “Women and Minorities in Engineering” a major outlook on success from students is their ability to understand calculus.

An article, I chose, related to teaching and learning mathematics for elementary students is “STEM Gives Meaning to Mathematics” by Lukas J. Hefty. This article is about how teachers can teach mathematics while teaching science. Teachers can do this by using “STEM (Science, Technology, Engineering, Mathematics) education” (Hefty, 2015, p. 424). This allows teachers to integrate science with math or math with technology. The article mentions that STEM “frees students to reason about complex problems, analyze multiple solutions, and communication ideas and results. They develop habits of mind along with the necessary mathematics skills” (Hefty, 2015, p. 424). On page 424, Hefty provides readers with a table which shows examples by grade level of how math can be integrated with science. Hefty stresses the importance of students “working collaboratively, communicate effectively, and design multiple solutions to complex problems,” in figure 1 on page 425 (Hefty, 2015, p. 425). In the middle of the article, Hefty gives readers an example of how to teach and integrate math and science. While students are working collaboratively, “teacher facilitators make purposeful connections that naturally integrate mathematics throughout the activities” (Hefty, 2015, p. 425). In the example lesson that the author gives the readers, the students use math to calculate the speed and distance of the car. After the students run their tests, they work together to determine the conclusions of the

Everyone wants what is best for their children, right? If that is true, then schools need to start preparing their students for the challenges they will meet in college and the skills to overcome them. This is best done through the presence of Science, Technology, Engineering, and Math (STEM) in middle and high schools. Through Wisconsin schools furthering their focus on STEM with extracurriculars, students will gain vital skills that are necessary for human progression, problem-solving and time management skills that can be used in real life, and the students learn how they can apply what is being taught in the classroom to real obstacles and challenges.