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Increasing STEM Competence in Urban, High Poverty Elementary School Populations |
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| รหัสดีโอไอ | |
| Creator | Sueanne McKinney, Cynthia Tomovic, Melva Grant, KaaVonia Hinton |
| Title | Increasing STEM Competence in Urban, High Poverty Elementary School Populations |
| Publisher | The Institute for the Promotion of Teaching Science and Technology (IPST), Ministry of Education |
| Publication Year | 2560 |
| Journal Title | K-12 STEM Education |
| Journal Vol. | 3 |
| Journal No. | 4 (October-December) |
| Page no. | 267-282 |
| Keyword | fictional literary, STEM competence, urban, high poverty, elementary school, workforce development |
| ISSN | 2408-1515 |
| Abstract | Enhancing STEM competence (e.g., interests, knowledge, skills, and dispositions) among urban, high poverty, elementary school populations in the United States (U.S.) is and remains a growing national concern, especially since Science, Technology, Engineering and Mathematics (STEM) competence is and will continue to be a necessary requisite for gainful employment in the future, according to workforce development experts. In an attempt to address this gap, many urban elementary schools have begun to offer STEM-related programs to increase STEM learning at an early age. STEM competence (interest, knowledge, skills, and dispositions), however, remains low. This paper results in a matrix used to analyze children's fictional literary selections and a model that argues that elementary teachers, as the first point of contact with young students, can affect STEM competence. By adopting a more culturally responsive pedagogy that attends to the 21st Century Learning Skills and the Next Generation Science Standards, teachers can choose literature that serves to excite and reinforce STEM learning. |
