https://padlet.com/madisonkeown/gjgpu75duvfj Maddy Keown en-us 2019-02-04 22:52:46 UTC 2019-02-04 23:07:58 UTC hello@padlet.com madisonkeown https://padlet.com/madisonkeown/gjgpu75duvfj/wish/327573790 1. In STEM lessons, students address real social, economic, and environmental problems and seek solutions.
2. In STEM lessons, the path to learning is open ended, within constraints. (Constraints generally involve things like available materials.) 
3. The students’ work is hands­on and collaborative, and decisions about solutions are student­generated. Students communicate to share ideas and redesign their prototypes as needed. They control their own ideas and design their own investigations.
4.Students can then begin to see that science and math are not isolated subjects, but work together to solve problems. This adds relevance to their math and science learning.
5.The STEM environment offers rich possibilities for creative solutions. When designing and testing prototypes, teams may flounder and fail to solve the problem. That’s okay. They are expected to learn from what went wrong, and try again. Failure is considered a positive step on the way to discovering and designing solutions.]]> 2019-02-04 22:55:15 UTC https://padlet.com/madisonkeown/gjgpu75duvfj/wish/327573790 madisonkeown https://padlet.com/madisonkeown/gjgpu75duvfj/wish/327573834 1. From an educational perspective, the introduction to STEM can be a variety of activities, but generally speaking, it usually includes the replacement of traditional lecture-based teaching strategies with more inquiry and project-based approaches. 
2. A review of the literature over the past 10 years revealed that STEM evolved out of government policy, specifically from within the NSF. NSF first used the acronym SMET for science, mathematics, engineering, and technology in the early 1990s, but determined that this acronym would cause issues of vulgarity, and SMET was changed to STEM.
3. NSF defines STEM fields broadly, including not only the common categories of mathematics, natural sciences, engineering, and computer and information sciences, but also such social/behavioral sciences as psychology, economics, sociology, and political science.
4. This STEM education perspective involves viewing the separate disciplines of science, technology, engineering, and mathematics as one unit, thus teaching the integrated disciplines as one cohesive entity.
5. Therefore, it is probably best to focus on shared outcomes of STEM as most stake- holders seem to agree that STEM is about creating better teachers, students, and workforce in order for the United States to better compete globally.]]> 2019-02-04 22:55:25 UTC https://padlet.com/madisonkeown/gjgpu75duvfj/wish/327573834 madisonkeown https://padlet.com/madisonkeown/gjgpu75duvfj/wish/327573854 1. Over the last 25 years, the landscape of K–12 classrooms has significantly changed to include a focus on literacy rather than mastery of declarative subject knowledge.
2. The notion of engaging students to think like a scientist is indicative of the nature of inquiry and has become what could be considered a signature pedagogy of STEM education.
3. Based on Dewey’s philosophy that education begins with the curiosity of the learner, his inquiry model has five specific and cyclical stages: asking questions, investigating solutions, creating new knowledge as information is gathered, discussing discoveries and experiences, and reflecting on new-found knowledge.
4. Learners are engaged by scientifically oriented questions. Typically, each lesson is framed and focused on an essential or big question. These questions are based on real-world problems and are written so that they are applicable to students’ everyday lives.
5. Learners communicate and justify their proposed explanations. Using a framework known as argue-to-learn (Andriessen, Baker, & Suthers, 2003), students present, explain, and justify their artifacts, claims, and analysis to their teacher and peers.]]> 2019-02-04 22:55:32 UTC https://padlet.com/madisonkeown/gjgpu75duvfj/wish/327573854