Developing practical STEM Professional Development
In order for the United States to continue being competitive in relation to novelty and invention, the education of science, technology, engineering, and mathematics (STEM) has developed into a main concern in P–12 learning nowadays. Students need to become stronger in STEM and also well-qualified STEM tutors who understand what is considered necessary to build up appropriate and excellent STEM programs (Avery, & Reeve, 2013). Due to this fact, professional development (PD) can present chances to STEM education tutors to be trained on how to successfully incorporate different instructional methods, as well as engineering design into their training and learning backgrounds. To assist in developing these efforts, this article conducted a qualitative study to scrutinize the effects of PD on instilling engineering design into the STEM program areas.
Professional development is vital to STEM learning, particularly in the technology and engineering departments. This can be realized through PD which upholds a deep comprehension of the subject matter together with the best teaching methods. An enhanced comprehending of the subject matter assists instructors to smooth the progress of student learning. This study focuses on the creation of efficient PD models. It focuses on the PD actions taking place at CSULA throughout the spring of 2006. The intention of the study is to examine the impact of NCETE STEM PD on education models. The study organizes three sources of data relating to NCETE PD workshops which include instructor interviews, instructor documents, and classroom observations. Data analysis is being carried out using a qualitative case study technique. Case studies are useful in describing a holistic representation of a person’s familiarities and results concerning a course (Avery, & Reeve, 2013).
The article’s findings show that PD workshops have a positive effect on assisting tutors to bond STEM learning theories with training practices and, in turn, present their learners with more inspirational knowledge experiences. Also, the workshops provide the needed support for tutors to maintain what they study through STEM PD. The STEM training method helps to outline how to educate learners, engineering problem-solving and critical skills and how to use this knowledge in a real-world context (Avery, & Reeve, 2013). The article goes further and recommends that designers of STEM PD offer guidance to tutors on how to come up with their own standards-based STEM learning.
Point of view
This article is timely and it benefits both tutors and students as it presents findings on how stem PD can smooth the progress of teaching as well as increase students’ motivation towards the STEM subjects. The article had impacted the entire classroom teaching methods. This is because the STEM training method helps in outlining how to educate learners, engineering problem-solving and logical skills, and how to use this expertise inside real-world context through workshops.
STEM teaching calls for tutors to cover a wide variety of educational theories and principles while building significant connections involving different educational subject areas. While implementing STEM PD, it is essential to note that tutors will be exceptional in relation to their learning environments and practical skills (Avery, & Reeve, 2013). This is particularly true as it relates to core educational subjects like math and science which have additional pressures because of uniform assessment requirements. Additionally, instructors will be expected to present their students with a good quality balance between strictness and relevance while employing engineering design as a coordinator for core subjects like science and math.
Avery, Z. K., & Reeve, E. M. (2013). Developing Effective STEM Professional Development Programs, journal of education technology, vol.25, no.1, viewed on 28 march 2014 <http://scholar.lib.vt.edu/ejournals/JTE/v25n1/avery.html>