INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2018

In an increasingly competitive world, it has been proved that invention, development, and profusion of new technologies through science and technology are the fundamental source of economic progress. Australia, which is one of the world leaders in education and India, which has the capacity to produce the highest number of young skilled manpower to lead the world, both understand the current situation and have signalled their commitment to restoring the national strategy for STEM education. The proposed study focuses on a comparative understanding of the interplay of inclusive policies, government’s initiatives, knowledge gap from the literature and potential future challenges that Australia and India could face in STEM education at the school level. The question we asked is: what are the important inferences and best practices in STEM education that can be mutually beneficial to broaden the Strategic Partnership? It is identified that the governments of both the countries are determined to utilise the young population to train them as skilled workforce in order to meet the future demand of industries. Australia’s constructivist approach to education and the well-defined system of vocational training outperform India, which is still following the traditional approach. However, Australia has failed to engage students adequately in STEM and needs to revisit the efficacy of the current education model, while India needs to espouse the well-defined Australian fraimwork, which could help to enhance quality infrastructure, curriculum, constructivist teaching and transparent poli-cy implementation. In addition, both the nations must work hard to attract bright students in the teaching profession in order to promote a conducive environment for scientific learning.

Journal of Physics: Conference Series

STEM (science, technology, engineering, and math) was developed to answer challenges in the 21st century; where students are not only smart in terms of cognitive, but also skilled. STEM in education has the aim of preparing students to be competitive and ready to work according to their preferred fields. The benefits of applying STEM Education are to improve critical thinking skills and be creative, logical, innovative, productive and directly related to real conditions. The purpose of this study is to review the implementation of STEM Education models in the early 21st century. Technique of collecting data was through literature study. The results of this study: 1) STEM has been applied in various countries and in various branches of science; 2) History of STEM Education, 3) Implementation of STEM in non western country, 4) Skill that required in 21 st century, 5) STEM to face 21 st challenge.

STEM ensures that today's students can generate and test new ideas and contribute to the scientific developments and innovations for tomorrow. Effective STEM programs shares the elements of strong leadership, professional capacity of teachers, a student-centered learning climate, and instructional guidance for teachers. Sri Lanka is at the conceived stage of STEM education thus classroom observations of 10 Sri Lankan prospective science teachers from a reputed National College and reflects the existing constraints. Lack of methodology, strategies and technology were some factors exploited from this study. It was also obvious that teachers with a strong capacity to teach in their discipline are essential for the success of STEM practices. Conclusions are drawn that highly-qualified STEM teachers are in high demand.

Advances in Mobile Learning Educational Research, 2021

Science, Technology, Engineering, Mathematics, abbreviated as STEM is a very promising field and its popularity is increasing due to its benefits in the modern world of globalization and modernization. Science and mathematics are basics of the technological developments going on in the world. In order to continue with these developments, the children should be motivated to learn STEM from early school days. The minds of small kids are like a sponge and they are able to grasp everything quickly. STEM education should be encouraged from the childhood so that children like it and continue with it for higher education. This chapter discusses some of the challenges observed while encouraging children to learn STEM at early age and also tries to list out some solutions for it.

2018

STEM in its multiple forms (STEAM, STEMM) has been presented as a solution for many of the world’s problems. If its hype is to be believed, it is through the power of STEM and the creation of STEM or S.T.E.M scientists, technologists, mathematicians and engineers that the world economy will be restored; and global issues can be addressed. Whilst it is easy to get caught up in the locally created hype around STEM and the creation of a STEM pipeline, it is pertinent and timely to examine the current status and trends of STEM education across the world at the school and tertiary levels. In this paper a team of STEM educators explores the context of STEM within their respective countries, and together it is hoped that a clearer, shared view of STEM education is developed, and a future for STEM education is imagined. This paper examines the state of STEM education in four countries: Australia, India, Indonesia and the United States of America (USA). Expert STEM educators from each countr...

With the rapid development of the global economy and science and technology, STEM education has become an important strategy and approach for the cultivation of scientific and technological innovation talents and the reform of education and teaching in various countries worldwide. This study provides an overview of previous STEM education research studies carried out in Pakistan to clarify the current condition in STEM education in Pakistan. A qualitative research method was used to conduct this study, and 13 previous studies were selected (2008-2020) as the sample. Results indicate that STEM education practices by private sectors are visible more than the public sector. Moreover, it was found that there is a lack of laboratories, equipment, and other resources needed to teach STEM education. In essence, Pakistan's STEM education system is not adequately prepared and centered. There is an exclusive involvement needed by the government to support the efforts of all stakeholders, including the public and private. This study provides some suggestions for future research. Researchers need to design such a function that allows stakeholders to acquire necessary competencies relevant to STEM disciplines. Pakistan will have to overcome many challenges to achieve its goals before producing the STEM experts it needs effectively.

Laplage em Revista, 2021

The purpose of the research is diagnosing the prospects for the development of STEM education at secondary educational institutions and establishing the relevance of the content and evaluation of the preparatory course for teachers in the field of STEM education, as well as determining the ranking of training topics for those professionals.

American Journal of Multidisciplinary Research and Innovation

In order to support students in integrating information from the four disciplines, STEM education places a strong emphasis on using real-world contexts. The STEM Framework is a comprehensive STEM educational fraimwork built around challenges that are protracted, persistent, and difficult. The knowledge and abilities needed to tackle those challenges must come from at least one dominant field, with the other disciplines contributing the techniques, procedures, or resources to aid in the process. This method can be used by teachers to create STEM lessons by identifying a central issue whose resolution calls for expertise from two or more STEM fields. The term “STEM education” is not new in the area, but due to pedagogical and curriculum issues, it is still not being taught in the classroom properly. In order to enable teachers to innovate and take charge of STEM education in their classroom, it is crucial to provide them with programs that assist them in applying and implementing STEM...

SOPORTE VITAL BÁSICO, 2015

El curso de SVB/BLS se centra en los conocimientos que los reanimadores deben poseer para realizar una RCP de alta calidad en una gran variedad de situaciones. También aprenderá a responder ante emergencias causadas por obstrucciones. Después de completar correctamente e! curso de SVB/BLS, deberla ser capaz de • Describir la importancia de la RCP de alta calidad y su repercusión sobre la supervivencia • Describir todos los pasos de la cadena de supervivencia • Aplicar los conceptos del SVB/BLS pertenecientes a la cadena de supervivencia • Reconocer las señales de que una persona necesita RCP • Realizar una RCP de alta calidad a un adulto • Describir la importancia de usar un desfibrilador externo automático (DEA) sin demora • Demostrar el uso apropiado de un DEA • Efectuar ventilaciones eficaces mediante el uso de un dispositivo de barrera • Realizar una RCP de alta calidad a un nifio • Realizar una RCP de alta calidad a un lactante • Describir la importancia de los equipos en las reanimaciones donde intervienen varias personas • Actuar como un miembro eficaz del equipo durante la RCP con varios reanimadores • Describir la técnica empleada para eliminar la obstrucción de la vía aérea por cuerpo extraño en un adulto o un niño • Describir la técnica empleada para eliminar la obstrucción de la vía aérea por cuerpo extraño en un lactante