Increasing STEM Competence in Urban, High Poverty Elementary School Populations
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2017
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Abstract
Enhancing STEM competence (e.g., interests, knowledge, skills, and dispositions) among urban, high poverty, elementary school populations in the United States (U.S.) is and remains a growing national concern, especially since Science, Technology, Engineering and Mathematics (STEM) competence is and will continue to be a necessary requisite for gainful employment in the future, according to workforce development experts. In an attempt to address this gap, many urban elementary schools have begun to offer STEM-related programs to increase STEM learning at an early age. STEM competence (interest, knowledge, skills, and dispositions), however, remains low. This paper results in a matrix used to analyze children's fictional literary selections and a model that argues that elementary teachers, as the first point of contact with young students, can affect STEM competence. By adopting a more culturally responsive pedagogy that attends to the 21st Century Learning Skills and the Next Generation Science Standards, teachers can choose literature that serves to excite and reinforce STEM learning.
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mckinney2017increasingk12
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| Authors | McKinney, Sueanne;Tomovic, Cynthia;Grant, Melva;Hinton, KaaVonia; |
| Journal | k-12 stem education |
| Year | 2017 |
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