Empowering STEM Education: Navigating Challenges and Embracing Innovations
DOI:
https://doi.org/10.33830/ijrse.v5i2.1630Keywords:
STEM Education, Experiential Learning, Educational Inclusivity, Teacher Research, Industry-Education AlignmentAbstract
This article exposes the main arguments of each article published in this issue. In Tara Brabazon's article, the focus is on addressing student attrition in universities, advocating for strategies like universal design and the abundance model to support student success. Lineo Lynnette Tool's study in South African universities explores underrepresented groups in STEM leadership, suggesting that targeted efforts can encourage their ascent, using a mixed-methods approach. Asmera Teshome Negeri and Jeilu Oumar's article from Addis Ababa University investigates the gap between engineering graduate skills and employers' needs in Ethiopia, emphasizing the importance of real labor market skills assessments and practical-oriented teaching. Dominic Patric G. Galdonez's research at the Philippine Science High School-Ilocos Region Campus highlights mixed perceptions of research support and strong motivation among teachers for research-related activities. Khut Sokha and Shimizu Kinya's study establishes a framework for teaching science through an integrated STEM approach (ISTEMA), identifying six elements and exploring the integration of science with engineering and technology in primary and lower secondary education. Ethel Reyes-Chua, et.al., from Paranaque City College, delve into metacognitive strategies employed by college students in the Philippines during the pandemic, emphasizing self-motivation and students' resilience. Sunil Dehipawala, et.al., address challenges in teaching measurement uncertainty in physics lab classes during the Covid-19 pandemic, providing insights into experiential learning and assessment rubrics for remote delivery. Prasart Nuangchalerm & Veena Prachagool's paper discusses the integration of AI in STEM education, analyzing transformative potential of AI-driven learning analytics, highlighting the need for ethical considerations in implementing technological innovations.
References
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Brabazon, T., Quinton, J., & Hunter, N. (2023). Universalizing science literacy: How to transcend deficit models of teaching and learning. International Journal of Research in STEM Education, 5(2), 61–76. https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1224
Dehipawala, S., Schanning, I., Sukmayadi, D., Tremberger, G., & cheung, tak. (2023). Teaching and assessment of physics measurement uncertainty in remote delivery during Covid-19 Lockdown. International Journal of Research in STEM Education, 5(2), 94–103. https://doi.org/10.33830/ijrse.v5i2.767
Galdonez, D. P. (2023). Needs, Motivations, and Abilities: Exploring the Perspectives of Science High School Educators in Performing and Writing Research. International Journal of Research in STEM Education, 5(2), 34–45. https://doi.org/10.33830/ijrse.v5i2.1601
KHUT, S., & Shimizu, K. (2023). Integrating STEM Approach in K-12 Science Education Teaching Practice: A Systematic Literature Review. International Journal of Research in STEM Education, 5(2), 1–18. https://doi.org/10.33830/ijrse.v5i2.1598
Kusmawan, U. (2022). A Virtual Lab As A Vehicle For Active Learning Through Distance Education. International Journal of Research in STEM Education (IJRSE), 4(2), 18–38.
Nuangchalerm, P. (2023). AI-Driven Learning Analytics in STEM Education. International Journal of Research in STEM Education, 5(2), 77–84. https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1596
Nugroho, O. F., Permanasari, A., & Firman, H. (2019). The movement of stem education in Indonesia: Science teachers’ perspectives. Jurnal Pendidikan IPA Indonesia, 8(3), 417–425. https://doi.org/10.15294/jpii.v8i3.19252
Reyes-Chua, E., Vargas-Isidro, R., Magnaye, A. D., Merced, J. J. A. Dela, Merced, E. A. Dela, Rioveros, G. M., & Alvior, M. G. (2023). The Metacognitive Strategies of College Students in Emilio Aguinaldo College-Cavite, Philippines. International Journal of Research in STEM Education, 5(2), 85–93. https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1158
Teshome, A., & Oumar, J. (2023). Engineering Graduates’ Skill Acquisition and Employers Skill Need as applied to Science Education in Ethiopia. International Journal of Research in STEM Education, 5(2), 46–60. https://doi.org/10.33830/ijrse.v5i2.1607
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