Pentecost at Manchester Elementary in Manchester, Maryland was a day of excitement and excitement. The idea was conceived in early December. How do we find various STEM professions to show students the wave of the future? We surveyed parents about their jobs and their willingness to take a vacation to share their career, education, daily demands and achievements and mistakes in their lives. We received an eclectic response that included: Hazardous Waste Management, Financial Analyst, Global Production Executive, Software Licensor and IT Program Manager and Nurse to name a few. With these parents ready to come in for the day, the plan for the third, fourth and fifth stairs was created and replaced before Friday.
In December we want to get an idea of how students have found career in science, technology, engineering and mathematics for the day. We send a preliminary survey of all 3rd, 4th and 5th grade teachers to read out loud for students, but only students complete the & # 39; previous knowledge regarding STEM career. We also sent a survey immediately after the day was over. In some cases, the teacher cuts a survey on the same day as the day of the event.
Our day highlighted the CETV spotlight of youth, and there were positive comments from students, teachers and parents after the event.
Publications and Development
The need for STEM Career 2020 will be increased from the needs of the day by approximately 50% (Department, 2015). Problems, development and need for community participation in schools is a matter for the agenda of the program today. There are numerous companies, companies and organizations in the field of environmental schools that have side STEM (Science, Technology, Engineering and Mathematics) in their daily processes. But are elementary schools benefiting from these community actions?
Early impact on STEM caregivers matters (Dejarnette, 2012). Many programs are provided at elementary level and at high school level, but exposure to elementary education is necessary to influence the students' perception and disposition. In middle school there is a direct link between perception and workplace. By classifying students at youth level, their positive perception increases (Buldu , 2006). Research continues to show an increase in positive perception of STEM's career when students are introduced and become a career in the 21st century. When sixth grade students become STEM professionals, measurements were measured on these types of jobs. Before and after surveys showed a 10% positive increase in the question: "When I'm experienced, I want to be an engineer." (Bouvier, 2001). Interest will be increased for all students, including students from groups who are usually underrepresented in STEM students color, women and students with a low macroeconomic background (National, 2011). The chairman of the committee recommended Equally, science and technology argues that increasing interest and attitudes towards these specialists in young students is equally important to increase the overall academic qualifications and attitudes of STEM scholars. (PCAST, 2010).
The survey was intended to be anonymous. We emphasized that students wanted unbiased answers to the questions. The survey began with, "When I'm experienced, I want to be:" Students wrote down their five best choices. Pre-STEM Career Day 24% of students wrote down a career. (STEM Employees were proud of any work related to engineering, computer science (technology) or more science.) Research showed that the ratio was 33%. As development and problems indicate, we need to make sure that there is a particular interest in introducing girls at elementary level to various STEM careers. The survey showed that 24% of girls and boys registered this career. Results from the survey differed from overall performance, which showed that girls registered STEM Careers increased to 33%, boys increased to 39%.
"When I want to grow up …" Total – 24% Girls – 24% Boys – 24%
By results: Overall – 33% Girls – 33% Boys – 39 %
• All percentages have been rounded to the next total.
Students also received a rating mark for questions that would determine how they felt about this career.
1. I think I could have a STEM career.
2. I see how STEM career affects the world today.
3. I think I could succeed in my STEM study.
4. I see how technology is used in STEM career and I think, "I could do it!"
5. I think I would be a scientist / engineer when I grow up.
6. I think I could create something important for the world.
The results of two of these questions show interesting results. Although only 24% of girls disagree or disagree with STEM's career, 49% disagree or disagree with becoming a scientist or engineer. The boys had different results. Only 15% chose disagree or disagree with STEM career, but much larger rate, 52% chose disagree or disagree to become a scientist or engineer. This may be due to special options for STEM staff in the field of technology, especially science or engineering. Part of the education that we should share in the classroom is how much technology is in science and engineering. The diversity of these professionals so that students see a "big picture" in science and engineering is the next step in our study process.
What can you do in the preschool in Manchester to increase STEM Career awareness? We will continue to offer a STEM Career Day for our school. Next year we will prepare to attend the entire school. The initial planning is to include primary training with a half-day festival as the theme is a "capture" day. The average participants would have the discussion groups delivered last year, but also include additional events during the day. When teachers were surveyed about STEM Career Connections that they did with their lessons, many teachers reduced the number of doctors who spoke very closely with the lesson they were teaching. Ex. Teaching Weather – Career Relations, Meteorologist. Already in truth teachers could explore a climate scientist, environmentalist, hydrolysis, information technology and electronic maintenance. As a teacher, it is our job not only to teach a lesson, but to provide real connections to the world. The actual relationship of the world leads us directly to the world around us and caregivers who will be free from the 21st century graduation.
Buldu, M. (2006). Experiences of Young Children of Scientists: Pre-Study Study Studies, v48 n1, 121-132.
DeJarnette, N. (2012). American children: Providing early exposure to STEM (science, technology, engineering and mathematics) initiative. Education, 133 (1), 77-84.
Education. (2015). Science, technology, engineering and mathematics: education for global leadership. US Department of Education. Downloaded from http://www.ed.gov/STEM%20%20 .
Hawkins, D. (2015, October 15). Secrets and stereotypes in girls' school work in stems. NEA today, 60-61.
Office. (2011). Successful K-12 STEM education: Identify successful methods in science, technology, engineering and mathematics. Steering Committee on Scientific Education and Control and Testing, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
PCAST, President of Science and Technology Advisors. (2010). Prepare and Encourage: K-12 Education in Science, Technology, Engineering and Mathematics (STEM) for America's Future. Washington, DC: Executive Committee of the President.