Reading Summary and Response

Module 2 starts with a reading summary and response to the two articles described below, each of which has had an impact on how STEM education is viewed and practiced. Read the two articles and write a summary and response that addresses both articles (minimum two pages, single-spaced, 12-point, Times New Roman font). Your response should include connections to your STEM related experiences in k-12 education as a teacher, learner, or both. Some of you have had direct experiences with interdisciplinary STEM content and some have not. You can still make connections to your experiences with any aspect of science, technology, engineering, or math teaching and learning even if you haven’t had experiences with interdisciplinary teaching and learning.Bybee, R.W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.Bybee laid out a guiding vision of what STEM education should aspire to be that has held true over the course of the last several years. You may notice aspects of his descriptions at work in your own schools and programs. Pay particular attention to Figure 1, Contexts for STEM Education. This figure illustrates how STEM issues can intersect with STEM perspectives. In this course, we’ll incorporate social justice and equity from global, social/community, and personal perspectives.English, L. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15, 5-24.English extends on Bybee’s work by discussing teachers’ beliefs about student abilities, including those who are not high-achieving, and the use of cognitively demanding STEM tasks. The author notes that attention to providing challenging and engaging activities to all students is a critical component of equitable STEM education. She also comments on the underrepresentation of engineering in integrative STEM curriculum materials and suggests using engineering design-based problems to create connections across STEM disciplines.