Stem Education: Teaching with the Brain in Mind When Diversities and Gender Interlocks

Abstract

STEM education is becoming increasingly recognized as a key driver of opportunity, and data show the need for STEM knowledge and skills will grow and continue into the future. Graduates who have practical and relevant STEM precepts embedded into their educational experiences will be in high demand in all job sectors. It is estimated that in the next five years, major American companies will need to add nearly 1.6 million STEM-skilled employees (Business Roundtable & Change the Equation, 2014). Labor market data also show that the set of core cognitive knowledge, skills, and abilities that are associated with a STEM education are now in demand not only in traditional STEM occupations, but in nearly all job sectors and types of positions (Carnevale, Smith, & Melton, 2011; Rothwell, 2013)”. To add, with the constant changes in how students learn and the diversities that are present in classrooms today it extremely indispensable for various approaches to be used to reach all learners and those who teach and interact with these learners, must also be fully equipped. This study explored ways in which STEM (Science, Technology, Engineering and Math) can be used to make education and learning more comprehensive, real, practical and applicable to all types of learners. The author also brings to the forefront approaches and strategies that can be used to afford diverse leaners, and males and females the opportunities to learn in all educational disciplines without prejudices. The study also sought to determine which STEM practices best caters for both male and female learners and the impact it has on their learning and critical thinking. The study utilized historical literature, personal communication and observations. Key recommendations include the following: there should be less traditional teaching, an increase in exploratory learning and more hands on approaches. // Paper ID 267