Nature of Science (NOS) Map for Science Education Instruction: An Overview| Chapter 6 | Recent Progress in Science and Technology Vol. 2

 The present study aims to survey the inter-relationships inside the individual elements or tenets of Nature of Science (NOS), established the dimensions of science in science knowledge.Recent documents on science instruction reform that place a strong prominence on NOS diverge from popular notion. Scientific literacy maybe significantly impacted by stances toward science. According to instruction theory, stances belong in the concerning feelings and intuition domain while cognitive understanding of the theme does not. This study suggests that demand according to our NOS Flowchart endure include the tenets of NOS. There are three main dimensions of education in science: information, skills, and attitudes. Additionally, it is valuable to present students at the basic level to some of the plans developed by Kuhn. Key facets of NOS are, in fact, good applications to the past of science through Kuhn’s knowledge. An explicit and thoughtful tool for science schoolteachers to improve controlled teaching and education, a NOS Flow Map may so be a promising way to include the NOS tenets.

Author(s) Details:

M. Murugesan,
Department of Computer Science and Engineering, Anurag Engineering College, Telangana-508 206, India.

L. Selvam,
Department of Information Technology, KSR Institute for Engineering and Technology, Tiruchengode- 637 215, India.

Please see the link here: https://stm.bookpi.org/RPST-V2/article/view/9238

STEM Education in Nigeria: Development and Challenges | Chapter 06 | Current Research in Language, Literature and Education Vol. 3

 The chapter examines the history, present, and future of Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. In the past, STEM education in Nigeria has aided the country's progress in areas like as health, agriculture, and telecommunications, according to the script. STEM education, on the other hand, is currently confronting significant obstacles in Nigeria, which are impeding its progress. Inadequate funding, a lack of creativity and employability skills, insufficient research output, poor quality teachers, and other issues are among them. The chapter concludes that education stakeholders in Nigeria should focus on the employability of STEM education graduates.

Author(S) Details

Aina, Jacob Kola
School of Science, College of Education (T) Lafiagi, Kwara State, Nigeria.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5667

Discussion on Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM| Chapter 2 | Modern Perspectives in Language, Literature and Education Vol. 2

 In the science, technology, engineering and math (STEM pipeline among college students, Gateway courses act as the initial barrier to persistence. First-year students entering college to obtain a STEM degree continue to face obstacles across the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers investigate the influence of a utilitarian scientific literacy-based academic intervention on the retention of first-year students in STEM using a mixed method approach. These introductory courses are important for STEM majors because they act as the first experience for coursework relevant to the major. In a credit utilitarian science literacy course, a sample (n = 116) of first-year students classified as at-risk of not persisting in STEM were enrolled. The semester long course participants were then compared with a control group of first-year students classified as a risk of STEM persistence. A two-proportion z test was conducted to measure the mean differences between students and a survey to gauge student impressions was given to participants of the course. Quantitative findings (φ 0.34, p < 0.05) suggest that the utilitarian science literacy course had a statistically important effect on the retention of STEM persistence among first-year students at risk. For all students looking for STEM degrees and careers, higher education institutions must take care of shifting the narrative. In addition, qualitative evidence from participant responses identify internal and external development as positive intervention-related outcomes.

Author(s) Details

Brittany Chambers
School of Education, Clark Atlanta University, 223 James P. Brawley Dr., Atlanta, GA 30314, USA.

Amy Salter
Morehouse College, 830 Westview Drive SW, Atlanta, GA 30314, USA.

Lycurgus Muldrow
Morehouse College, 830 Westview Drive SW, Atlanta, GA 30314, USA.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334