The Edutopia Poll
by Sara Bernard
According to the National Science Board's report "Science and Engineering Indicators 2006," American students perform among the lowest internationally in the fields of science, technology, engineering, and mathematics (STEM). As the need for educated professionals in these areas skyrockets, some observers say schools do not adequately prepare students for careers in these fields, resulting in a significant lack of student interest. If this is indeed a pressing concern, as the National Science Board and other organizations suggest, what should be our priority in addressing it? We're interested in your opinion.
What can schools do to increase interest in science, technology, engineering, and math?
Increase the project-based and career-oriented focus when teaching these subjects.
44% (153 votes)
Increase professional development for teachers of these subjects.
13% (46 votes)
Start comprehensive, career-oriented instruction in these subjects in earlier grades.
11% (38 votes)
Schools won't be able to make much of a difference in STEM education until the No Child Left Behind Act and other policy restraints allow for more time in the classroom to do so.
23% (80 votes)
I don't see evidence of a lack of interest in these subjects.
2% (7 votes)
None of the above (click on Vote, then click on Comment on the results page to suggest other options)
7% (26 votes)
Total votes: 350
Cookie cutter solutions do not work
Submitted by Underemployed (not verified) on June 30, 2008 - 09:27.
We do not need more "scientists and engineers" when the honest truth is that when students graduate in these professions today, the jobs simply are not there. There is no reason to push a child into a science or engineering field unless that child shows a special or unique interest. What we need is people doing what they are passionate about, which is better served by early training in the arts than anything else. We do what we do best by innovating and creating, not by just being better in science and math - our third-world counterparts can always do those tasks more cost-effectively than we can. I'm one of the engineers who can no longer compete in the global economy anymore. I went to one of the best engineering schools in the country and enjoyed a 15 year career in the field. Is it now because of my training that I can't compete in the global marketplace? - J. in Silicon Valley, California
Change the emphasis to increase interest in STEM
Submitted by Alan (not verified) on June 28, 2008 - 21:34.
What do we value? How do we encourage students? What do we promote?
Consider what education emphasizes besides what we formally teach our students. If we want students to gravitate to STEM areas, I believe, we need to promote these. Schools offer special afterschool and non-school day activities to promote sports, student government, and some arts, for example. There are special camps to encourage students to excel in these areas. Prizes and honors are given by many school and community groups to students in these areas. We need special programs to encourage more students to excel and advance in STEM areas. Students need more than another class [or even just that STEM class] as a means to develop themselves in that STEM area. Where are the "summer camps" for STEM-seeking students to help them go beyond the classroom theoretical learning? Where are the community and school acknowledgements of the extra efforts and achievements completed by STEM-interested students [and I am not limiting these opportunities and recognitions to the top students only]? Motivating students to invest themselves in STEM areas can begin in the everyday classroom, but it helps become a passion with opportunities and recognition beyond the classroom.
Computer-related Jobs
Submitted by S.L. Holt (not verified) on June 27, 2008 - 13:48.
Kids that have/had parents in the business know that outsourcing/insourcing is replacing US citizens. They work for less and dad or mom was let go after training them. Dad has been sending resumes all over the country for over a year. This doesn't inspire the kids to follow the occupation choice of a parent.
Two-part answer
Submitted by Anonymous (not verified) on January 30, 2008 - 08:25.
The way to find out what our values really are in the American education system is to ask ourselves two questions: Where do we spend our time? Where do we spend our money?
Time in our schools is currently spent teaching our children how to pass tests; and we spend our money on the tests themselves and on upper level administration salaries (whose school funding depends on how their schools score on tests).
If we want schools to have students with increased interest in science, technology, engineering, and math then we need to:
A) Have focused, career oriented, practical, interactive instruction from an early age. Children need to have guest speakers, interactive activities, and more field trips to see how this knowledge is applied.
B) Have significant scholarship and grant opportunities (for ALL ages and ALL income levels, regardless of race, sex or religion, provided the funds are used for American citizens).
These opportunities should not exist only for minorities, women, students under the age of 22, and people under a lower middle class income of about $20,000/year. (And before anyone gets mad, I am or have been all of the above). Yes, all citizens should be able to go to school up to the 2nd year of college free. (Even Brazil and Jordan do this much for their citizens).
We as a society need to stop sending all our money overseas and keep it at home for health care and education. (Look at Canada--they put their money where their mouths are, and they have the most highly educated society on the planet. And they don't have to bribe their allies either. And their currency is now more valuable than our own.)
There is not a "one size
Submitted by Kristen (not verified) on October 6, 2007 - 09:55.
There is not a "one size fits all" answer to this question. Schools need to assess what they are currently doing in math and science, and whether or not that is working. What percentage of graduating students enter a working field that is specialized in Math, Science or Engineering? What percentage of graduating students enter college and graduate with a major in one of these areas? We should rely on data and research to strengthen our programs and create relevance for science and math students. I agree that standardized testing has taken first priority in math and science for many schools. These tests should be viewed as a guide only. However, this is difficult given the current pressures from the government that ALL students will pass the tests. On-going, strong, research-based professional development for science and math teachers is where schools should start. This will result in higher quality math and science programs which generates more interest in students.
i think to increase the
Submitted by ajay krishnan.e.m. (not verified) on January 23, 2007 - 11:33.
i think to increase the intrest,the students must understand the studies are like a game.the more you play that game,you would get more benefit out of it.they should understand mere studying won't do,they have to understand that they should use this in their coming years.they should know the joy of study.they have to understand that if they have decided something,they should have the power to do it.nothing could change their mind.
Establish scools of
Submitted by Mark (not verified) on November 19, 2006 - 06:10.
Establish scools of engineering at the High School level. Use St. Edward in Lakewood, Ohio as a example of real progress in education. Most schools immediately say they cannot do this or afford to do it. That is a lie. Admit that you spend more on your athletic programs than on actual education is the first step to real progress. Then dive right in and do it. It is amazing what students at the high school level are capable of. Most of them are bored with the traditional subjects that trap them in a cycle of classes with no practical application of the math and physical science that they learn. Just pass the test, spew out the answer is not what gets you ahead in real life. Everyone says to think outside the box, but very few do.
A few references that we can
Submitted by Bonnie Bracey Sutton (not verified) on September 23, 2006 - 21:06.
A few references that we can use to think about STEM.
There are a ton of research items on this.
• Before It's Too Late: A Report to the Nation from The National Commission on Mathematics and Science Teaching for the 21st Century, National Commission on Mathematics and Science Teaching for the 21st Century (Glenn Commission), 2000.
• Engineering Education Coalition's websites
• How People Learn: Brain, Mind, Experience and School, National Academy Press, Washington, DC, 2000.
• International Technology Education Association/Gallup Poll on the Public's Level of Literacy as it Relates to Technology, 2002.
• Knowing What Students Know: The Science and Design of Educational Assessments, National Academy Press, Washington, DC, 2001.
• Massachusetts Curriculum Development Frameworks, Massachusetts Department of Education. Massachusetts is the first state to introduce a statewide curriculum framework that explicitly includes engineering. It is available at:
• No Child Left Behind Act of 2001
• Taking the Lead: A Dean's Summit on Education for a Technological World. This 2001 IEEE meeting brought together 36 pairs of Deans of Engineering and Deans of Education to discuss avenues for collaboration. Emerging themes of the meeting are summarized and proceedings will become available shortly
• Technology Literacy Counts, Proceedings of the 1998 Workshop of the IEEE
• Standards for Technological Literacy: Content for the Study of Technology(PDF), International Technology Education Association, Reston, VA, 2000
• Technically Speaking: Why All Americans Need to Know More About Technology, National Academy Press, Washington, DC, 2002.
• Understanding by Design, Grant Wiggins and Jay McTighe, ASCD, Washington, DC.
• Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers, (Please check for availability.) Clifford Adelman, U.S. Department of Education (PLLI 98-8055), 1998. This excellent study of the progress, retention and satisfaction of students in undergraduate engineering programs is out of print. We are working to make it available on the website of the Division of Engineering Education and Centers.
References of Interest
• Benchmarks for Science Literacy, Oxford University Press, New York, NY, 1993.
• Every Child a Scientist: Achieving Scientific Literacy for All, National Academy Press, Washington, DC, 1997.
• Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, National Academy Press, Washington, DC, 2000.
• National Science Education Standards, National Academy Press, Washington, DC, 1996.
• Science and Technology and the National Science Education Standards: A Guide for Teaching and Learning (in press), National Academy Press, Washington, DC
• Science For All Americans, Oxford University Press, New York, NY, 1989.
Bonnie Bracey Sutton
To Bonnie Bracey Sutton -
Submitted by Cheryl J. (not verified) on October 27, 2006 - 17:11.
To Bonnie Bracey Sutton - wow! Thanks for the references. Also, I hadn't seen the
report, but wholeheartedly agree with: "We are underestimating what young children are capable of as students of science — the bar is almost always set too low", but I believe this applies to math as well. Here is another quote that I think is relevant on this topic:
From Education Week
Question from Marty Solomon, Retired Professor, University of Kentucky:
It seems to me axiomatic that far too many children develop math anxiety in elementary schools. This is because many teachers were college students that migrated to education versus engineering, computer science, etc because they, themselves were math averse. Then these same teachers teach math---which is something they often do not like, appreciate or understand---and voila, an anxiety that carries over to high school and college. As a college advisor, I cannot tell you how many new college students want to avoid math like the plague. Could you comment?
Jim Rubillo:
My primary comment is that this analysis may be true in many cases. What do we do about it? One root cause might be the mathematics learning experiences that these folks experienced. Professional development programs and pre-service programs must try to "undo" this anxiety by presenting mathematics in a manner that will build both confidence and competence in teachers. This may be a place that we as a community can learn from business. If a vital and useful product is not selling well, business analyze the entire situation ad seek solutions. My comment- let's try to change it.
I believe the answer is not to increase interest after it's been lost, but to RETAIN it while it's still there!
Computer Science can help math understanding
Submitted by Nicole Lake (not verified) on June 9, 2007 - 06:43.
Marty was the first person to even mention the word computer science. I rarely hear CS referred to directly in STEM discussions. CS should be the T in STEM. K-12 Computer Science Education offers solutions to math mastery. CS education in schools should be a primary focus in this 21st century. But, it will not happen if resources are not allocated to train teachers. Not only will it help students understand math, it can help teachers understand math.
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