Despite being known as one of the most innovative states in the country, Massachusetts has a hard time filling positions in the STEM field with workers who are equipped with those skills. State officials are trying to fill that gap with collaboration between educators, the workforce and economic development professionals with an initiative that kicked off Wednesday at Worcester Technical High School.
Verizon has launched a new campaign, #WeNeedMore to shed light on the four million science and tech jobs that currently remain unfulfilled. In it, celebrities--including NFL quarterback Drew Brees, NBA rising star Karl-Anthony Towns, actress and singer Zendaya, NASCAR driver Joey Logano, and international soccer star David Villa--all make the case for science, technology, engineering, and math (STEM) fields.
Students and their families spend thousands of dollars on a college education to acquire knowledge and skills they will need for the workforce. However, most of them do not graduate with the skills today's business executives are looking for.
The appropriate use of innovative education technologies will be an essential component to bringing STEM to children wherever they live as part of a well-balanced set of active learning experiences with educators and parents. These technology tools can potentially play a significant role in bridging STEM with literacy, the arts, and social-emotional learning.
Artificial intelligence is getting more and more sophisticated and can do things that humans cannot. In Japan, IBM's Watson saved a woman's life when it detected a rare form of cancer which human doctors missed. Because of such advancements, educators and experts are saying that teaching STEM at schools is not enough anymore.
One area in desperate need of examination is the way we teach mathematics. Many Americans suffer from misconceptions about math. They think people are either born with a “math brain” or not -- an idea that has been disproven -- and that mathematics is all numbers, procedures and speedy thinking.
Policy makers and educators around the world are trying to encourage more students -- especially female students -- to pursue degrees in STEM fields. One strategy for doing so is called “curriculum intensification.” But new research suggests the strategy fails to achieve the desired results.
It was the “cool projects” in high school physics class that allowed Angie to discover her love for science, but it was the encouragement of her physics teacher to pursue her interest that guided her into a career in STEM education and research. Since then, she’s been involved in various initiatives to address racial and gender inequality in STEM, and is on a mission to make college physics education more supportive in general.
The early childhood years, birth to age 5, have long been accepted as the most critical point in neurological or brain development. Studies by the National Science Teachers Association show that young children learn through active exploration -- and the drive to observe, interact, discover, and explore is inherent in their development.
Think back to math class in elementary school. Do you remember being assigned to a “high,” “middle” or “low” group? If so, you’ll relate to a new study from North Carolina State University on the importance of how teachers talk about students’ mathematical work.