Science, technology, engineering, and mathematics (STEM) permeate
the modern world. The jobs people do, the foods they eat, the
vehicles in which they travel, the information they receive, the
medicines they take, and many other facets of modern life are
constantly changing as STEM knowledge steadily accumulates. Yet
STEM education in the United States, despite the importance of
these subjects, is consistently falling short. Many students are
not graduating from high school with the knowledge and capacities
they will need to pursue STEM careers or understand STEM-related
issues in the workforce or in their roles as citizens. For decades,
efforts to improve STEM education have focused largely on the
formal education system. Learning standards for STEM subjects have
been developed, teachers have participated in STEM-related
professional development, and assessments of various kinds have
sought to measure STEM learning. But students do not learn about
STEM subjects just in school. Much STEM learning occurs out of
school-in organized activities such as afterschool and summer
programs, in institutions such as museums and zoos, from the things
students watch or read on television and online, and during
interactions with peers, parents, mentors, and role models. To
explore how connections among the formal education system,
afterschool programs, and the informal education sector could
improve STEM learning, a committee of experts from these
communities and under the auspices of the Teacher Advisory Council
of the National Research Council, in association with the
California Teacher Advisory Council organized a convocation that
was held in February 2014. Entitled "STEM Learning Is Everywhere:
Engaging Schools and Empowering Teachers to Integrate Formal,
Informal, and Afterschool Education to Enhance Teaching and
Learning in Grades K-8," the convocation brought together more than
100 representatives of all three sectors, along with researchers,
policy makers, advocates, and others, to explore a topic that could
have far-reaching implications for how students learn about STEM
subjects and how educational activities are organized and interact.
This report is the summary of that meeting. STEM Learning is
Everywhere explores how engaging representatives from the formal,
afterschool, and informal education sectors in California and from
across the United States could foster more seamless learning of
STEM subjects for students in the elementary and middle grades. The
report also discusses opportunities for STEM that may result from
the new expectations of the Next Generation Science Standards and
the Common Core Standards for Mathematics and Language Arts. Table
of Contents Front Matter 1 Introduction to the Convocation 2
Envisioning the Possible 3 Achieving the Vision 4 Implications for
Research and Policy 5 Breakout Sessions by Topic 6 Breakout
Sessions by Sector 7 Comments from Convocation Participants
References Appendix A: Convocation Agenda Appendix B: Convocation
Attendees Appendix C: Brief Biographies of Committee Members and
Presenters
General
Imprint: |
National Academies Press
|
Country of origin: |
United States |
Release date: |
October 2014 |
Editors: |
Steve Olson
• Jay Labov
|
Dimensions: |
229 x 152 x 10mm (L x W x T) |
Format: |
Paperback
|
Pages: |
90 |
ISBN-13: |
978-0-309-30642-3 |
Categories: |
Books
|
LSN: |
0-309-30642-6 |
Barcode: |
9780309306423 |
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