Strategic Plan to Develop Student Interest in Science, Technology, Engineering, and Math Related Careers: a Literature Review
Strategic Plan to Develop Student Interest in Science, Technology, Engineering, and Math Related Careers
Success in K-12 math and science classes has a direct effect on student’s decision to pursue careers in engineering and technology. In a recent International assessment conducted by the Organization for Economic Co-operation and Development (OECD) there were some unacceptable statistics released about the United States schools. The results of this latest research place the United States 25th out of 30 OECD countries in math achievement among 15-year-olds and 21st in science achievement (Nagel, 2007). Without adequate preparation American students will not develop the skills or interest necessary to fill existing and developing technical jobs. In a world constantly being changed by technological advancements it is imperative that American students develop interest in STEM related careers. In an effort to peak student interest in these fields this literature review addresses the following questions:
1. What factors in our public schools have contributed to students lack of interest in STEM fields?
2. What MI Strategies can be created to create interest in STEM disciplines?
What Factors in our Public Schools Have Contributed to Students Lack of Interest in STEM Related Fields?
In the United States there has been a tremendous decline in interest in the fields of engineering and technology. This decline is a result of lack of student interest in math and science. The current lack of interest can be contributed to two key factors: 1) The United States has a poor math and science curriculum and 2) Lack of qualified math and science teachers. America’s competitive edge in the global economy, the strength and versatility of its labor force, its capacity to nourish research and innovation – all are increasingly dependent on an education system capable of producing a steady supply of young people well prepared in science and mathematics (USELDC, 2005).
Success in K-12 math and science classes has a direct effect on student’s decision to pursue careers in engineering and technology. In a recent International assessment conducted by the Organization for Economic Co-operation and Development (OECD) there were some unacceptable statistics released about the United States schools. The results of this latest research place the United States 25th out of 30 OECD countries in math achievement among 15-year-olds and 21st in science achievement (Nagel, 2007). Without adequate preparation American students will not develop the skills or interest necessary to fill existing and developing technical jobs. In a world constantly being changed by technological advancements it is imperative that American students develop interest in STEM related careers. In an effort to peak student interest in these fields this literature review addresses the following questions:
1. What factors in our public schools have contributed to students lack of interest in STEM fields?
2. What MI Strategies can be created to create interest in STEM disciplines?
What Factors in our Public Schools Have Contributed to Students Lack of Interest in STEM Related Fields?
In the United States there has been a tremendous decline in interest in the fields of engineering and technology. This decline is a result of lack of student interest in math and science. The current lack of interest can be contributed to two key factors: 1) The United States has a poor math and science curriculum and 2) Lack of qualified math and science teachers. America’s competitive edge in the global economy, the strength and versatility of its labor force, its capacity to nourish research and innovation – all are increasingly dependent on an education system capable of producing a steady supply of young people well prepared in science and mathematics (USELDC, 2005).
References: Campbell, L, Campbell, B, & Dickinson, D (2004). Teaching and Learning Through Multiple Intelligences, Third Edition. Boston: Allyn & Bacon. Nagel , Dave (December 2007). U.S. Students Below Average in Science and Math. The Journal, Retrieved December 5, 2007, from http://www.thejournal.com/articles/21679 National Science Board (2004). Science and Engineering Indicators 2004. Washington, DC: National Science Foundation. Retrieved November 21, from http://www.nsf.gov/sbe/srs/seind04/start.html National Science Board Commission on Precollege Education in Mathematics, Science, and Technology. Educating Americans for the 21st Century. September 1999. The United States Commission on National Security/21st Century. "Education as a National Security Imperative," Road Map for National Security: Imperative for Change. February 15, 2001: 38-46. U.S. Education Leaders Delegation to China (2005). Education in China: Lessons for U.S.Educators. China: Asia Society. Retreived November 21, from http://www.internationaled.org/publications/ChinaDelegationReport120105b.pdf