DOI

10.29333/ejmste/108618

Date of this Version

10-1-2019

Keywords

STEM, American STEM education, science, mathematics, success of students, stakeholders, diversity, language

Abstract

STEM education was a systematic teaching and/or learning process in the STEM fields and a positive correlation existed between STEM education, and the economic prosperity and power of a nation in the globalized world. In recent years, rising concerns have emerged about American STEM education. Many stakeholders wondered that whether the nation has enough well-qualified STEM students, teachers and workforce to maintain its current competitive edge. This study sought to answer those questions, presenting a unique view about the concerns. This study, besides, summarized selected major legislation which affected STEM Education in the United States. The results of the study showed that American students in elementary and secondary schools have relatively mediocre scores compared with their international peers (especially Asians), although they performed better than earlier American cohorts in science and mathematics. The quality of STEM teachers also led to concerns. The lowest certification rate of teachers was found in science and mathematics, and approximately half of the teachers did not have a degree in the subject that they teach. Lastly, this study revealed that students should learn the requisite new patterns of language and expression only through opportunity for and engagement in STEM disciplinary practices.

Comments

This is the publisher PDF of Kocabas, S; Ozfidan, B; Burlbaw, L. American STEM Education in Its Global, National, and Linguistic Contexts. Eurasia Journal of Mathematics, Science, and Technology Education, Volume 16, Issue 1, January 2020, Article No: em1810 This article is distributed under a CC-BY license, and is available at DOI: 10.29333/ejmste/108618.

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