In recent years, Texas has fallen far short of its goals for increasing the number of graduates and certified teachers in science, technology, engineering and mathematics — or STEM — fields.
Dr. Ekine called for more female teachers in science, technology, engineering and mathematics (STEM) education, pointing out the crucial role that mentoring and role models can play in encouraging girls to pursue their education.
The proficiency and comfort levels of a biology teacher to engage in engineering design and technology could be highly limited.
Master teachers an elite group of teachers in STEM (science, technology, engineering, and mathematics) fields would mentor other teachers, serve as role models to draw talented students into the profession, and work with community leaders to improve science and math education.
In primary schools 85% of the teachers are women, whereas in engineering females make up less than 10%.
The program was a brainchild of three teachers in physics, mathematics, and engineering and technology who teamed up to offer an integrative STEM program within their high schools' STEM Academy.
Both of these teachers valued engaging their students in engineering, but recognized that it took them more time and energy to implement, which is likely why both included engineering for 3 4 days at the end of their unit.
Similar to Cases 1 and 2, teachers in Case 3 utilized engineering more heavily in the last few days of instruction, but also continued to weave in important science concepts that students drew upon.
We took them to Da Vinci Science High School, a certified PLTW school, where they visited with students and teachers in several of the engineering courses.
Understanding the ways in which teachers integrate engineering into their science instruction is a necessary first step in considering approaches to assessing the quality of integrated STEM instruction.
