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- DescriptionAlthough STEM (Science, Techlogy, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of techlogical invation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to identify, apply, and integrate concepts from science, techlogy, engineering, and mathematics to understand complex problems and to invate to solve them (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them.
In order to remain competitive, the Committee on Prospering in the Global Ecomy has recommended that the US optimise its kwledge-based resources, particularly in science and techlogy (National Academies, 2007, p. 4). Optimising kwledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, techlogy, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do t do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers' and students' STEM kwledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.
- Author BiographyMary Margaret Capraro, Texas A&M University, USA.
Robert M. Capraro, Texas A&M University, USA.
Chance W. Lewis, Ph.D., University of North Carolina at Charlotte, USA.
- PublisherInformation Age Publishing
- Date of Publication30/04/2013
- SubjectSocial Studies: General
- Series TitleContemporary Perspectives on Access Equity & Achievement
- Place of PublicationGreenwich
- Country of PublicationUnited States
- ImprintInformation Age Publishing
- Content Noteblack & white illustrations
- Weight299 g
- Width155 mm
- Height235 mm
- Spine11 mm
- Edited byChance W. Lewis,Mary Margaret Capraro,Robert M. Capraro
- Format DetailsTrade paperback (US)
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Thanks, we'll look into this.