Increasing STEM Competence in Urban, High Poverty Elementary School Populations

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ID: 57588
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.
Reference Key
mckinney2017increasingk12 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors McKinney, Sueanne;Tomovic, Cynthia;Grant, Melva;Hinton, KaaVonia;
Journal k-12 stem education
Year 2017
DOI
DOI not found
URL
http://www.k12stemeducation.in.th/journal/article/view/64/107
Keywords
Education Technology (General) Engineering (General). Civil engineering (General) Technology education (general) philology. linguistics communication. mass media special aspects of education theory and practice of education english literature

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