Does Elementary School STEM Career Day Make a Difference

Does Elementary School STEM Career Day Make a Difference

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Stem Career Day at Manchester Elementary in Manchester, Maryland was a day that held excitement and anticipation. The idea was conceptualized within of the early part of December. How can we find a spread of STEM Careers to express students the wave of the very long time? We surveyed of us about their jobs and their willingness to take a day off of labor to share their careers', education, daily requisites, and successes and failures within of their lives. We gained an eclectic response which included: Hazardous Waste Management, Financial Analyst, Global Production Executive, Software Licensing Manager and IT Program Manager and Nurse to name just a sizeable deal of. With these of us willing to are available in for the day, the schedule for third, fourth and fifth graders was created and set in place for a February Date.

In December we sought after to get a concept how the students felt about Careers in Science, Technology, Engineering and Mathematics beforehand than the day of the event. We sent a pre-survey to all 3rd, 4th and 5th grade teachers to be read aloud to the students, nevertheless finished with solely the students' prior knowledge pertaining to STEM Careers. We also sent a post-survey robotically after the day was finished. In some cases the instructor gave the post-survey an analogous day given that the day of the event.

Our Day was a high-clean on the county's CETV Spotlight on Youth and there were positive comments from students, teachers and oldsters after the event.

Issues and Trends

The need for STEM careers in 2020 raises from this day's calls for by approximately 50% (Department, 2015). Issues, Trends and Need for community involvement in colleges is a matter for this day's college agendas. There are more than a few communities, firms and establishments within of the areas surrounding colleges that have a part of STEM (Science, Technology, Engineering and Mathematics) of their day to day processes. But are the elementary colleges benefiting from these community connections?

Early exposure to STEM careers does make a difference (Dejarnette, 2012). Many programs are provided at the heart college and highschool stage, nevertheless exposure at the elementary stage is necessary to have an impression on students' perceptions and dispositions. In center college there is an instantaneous link between perceptions and profession interest. By exposing students at an early age their positive perceptions expand (Buldu, 2006). Studies proceed to express an expand in positive insight to STEM careers when students are introduced and exposed to 21st century careers. When students in sixth grade are exposed to STEM Professionals a measurable improvement was recorded in competitors t these forms of jobs. Pre and post surveys showed a 10% positive increased to the question, "When I grow up I desire to be an engineer." (Bouvier, 2001). Interest would have to expand in all students adding students from communities traditionally underrepresented in STEM-students of colour, women, and students from low socioeconomic backgrounds (National, 2011). The President's Committee of Advisors on Science and Technology assert that recovering the interest and attitude in direction of these careers amongst young students is as elementary as growing the general stage of tutorial proficiency and attitude in STEM teachers. (PCAST, 2010).

Results

The survey was designed to be anonymous. We emphasized to students we sought after their unbiased answers to the questions. The survey began with, "When I grow up I wish to be:" Students wrote down their proper 5 choices. Pre-STEM Career Day 24% of students wrote down Careers. (STEM Careers tallied were any job that had correlations to engineering, computer science (technology), or further science careers.) Post-surveys realized that percentage was at 33%. As trends and issues would imply we would have to make assured there is assured interest in educating ladies at the elementary stage in a spread of STEM Careers. The pre-survey showed that 24% of boys and ladies listed these Careers. Post-survey consequences differed from overall consequences showing that ladies itemizing STEM Careers increased to 33%, boys increased to 39%.

Pre-Survey Results:

"When I desire to grow up… " Overall – 24% Girls – 24% Boys – 24%

Post-Survey Results: Overall – 33% Girls – 33% Boys – 39%

All percentages have been round to the closest whole percentage.

Students were also given a rating scale for questions which might have a look at how they felt about these Careers.

1. I bear in mind I could have a STEM Career.

2. I see how STEM careers impression the arena this day.

3. I bear in mind I is all the time a hit in my STEM education.

4. I see how technology is used in STEM careers and I bear in mind, "I could do that!"

5. I bear in mind I wish to be a Scientist / Engineer when I grow up.

6. I bear in mind I could create something elementary for the arena.

The consequences of two of these question specific a appealing outcome. Although solely 24% of ladies selected Disagree or Strongly Disagree to having a STEM Career, 49% selected Disagree or Strongly Disagree to transforming into a Scientist or Engineer. The boys had a special outcome. Only 15% selected Disagree or Strongly Disagree to having a STEM Career, nevertheless a an terrible lot greater portion, 52% selected Disagree or Strongly Disagree to transforming into a Scientist or an Engineer. This could also be due to true choices for STEM Careers in technology fields exclusive of science or engineering. Part of the education we would have to be sharing within of the classroom is how an terrible lot technology there is in both science and engineering. Diversifying these careers so that students see the "giant photograph" in science and engineering is a next step in our academic process.

Conclusion

What could be accomplished at Manchester Elementary School to expand STEM Career center of attention? We will proceed to present a STEM Career Day for our college. Next year we will put together to take on all the faculty. The initial planning is to comprise essential classes with a half-day event with the theme being a "palms-on" day. Intermediate students would have the discussion communities delivered final year, nevertheless also comprise a further palms-on aspect to the day. When the teachers were surveyed pertaining to STEM Career Connections they made with their curriculum lessons many teachers limited the number of careers stated that very seriously aligned to the lesson they were teaching. Ex. Teaching Weather – Career Connection, Meteorologist. When in certainty teachers could explore Climatologist, Environmentalist, Hydrologist, Information Technology, and Electronic Maintenance. As teachers this is our job no longer solely to educate the lesson, nevertheless provide genuinely world connections. Real world connections lead us on to the arena round us and the careers so that it could also be obtainable to the graduates within of the 21st century.

References:

Buldu, M. (2006). Young toddlers's perceptions of scientists: A preliminary learn about Educational Research, v48 n1, 121-132.

DeJarnette, N. (2012). America's toddlers: Providing early exposure to STEM (science, technology, engineering and math) initiatives. Education, 133(1), 77-84.

Department of Education. (2015). Science, technology, engineering and math: education for international leadership. U.S. Department of Education. Retrieved from http://www.ed.gov/STEM%20%20.

Hawkins, D. (2015, October 15). Biases and stereotypes at college sideline ladies in stem. NEA Today, 60-61.

National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

PCAST, President's Committee of Advisors on Science and Technology. (2010). Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future. Washington, DC: Executive Office of the President.

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