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• W2220006819 abstract "It goes against the grain of modern education to teach students to program. What is there to making plans, acquiring discipline, organizing thoughts, devoting attention to detail, and learning to self-critical? --Alan Perlis (1982), pioneering computer scientist and first recipient of the Turing Award Science class doesn't get much more fun--and the science teacher never seems more cool--than at that moment when she drops a Mento into a bottle and a huge geyser of Pepsi shoots up to the ceiling. But that geyser is no Old Faithful; it soon fizzles. And so do the trajectories of far too many K-12 students across the U.S. who might have become scientists, engineers, and programmers. We see kids of all genders and ethnicities express a lot of interest in STEM fields in elementary school, but that interest drops off precipitously in high school and college as the work in those subjects gets harder. At first glance, it looks like the problem begins when the stops. Perhaps the great focus is part of the problem? American K-12 educators have been focused for some time getting more kids interested in math and science by making the subjects more fun. This imperative only gained strength as studies began to show that the U.S. is not producing the number of science and engineering graduates it needs to keep ahead in the global economy. The STEM subjects, many decided, aren't enough, prompting the New York Times, for example, to ask: Who Says Math Has to Be Boring? (2013). If there is a lack of fun, it isn't for lack of trying. The National 4-H Council is responding to the lack of high school graduates ready for college-level math and science with a program designed to make these subjects entertaining (National 4-H Council, 2014). Arizona has camps and clubs intended to create ever more interesting experiences and make learning more (Arizona Science Center, 2012). A Raleigh, N.C.-based organization is on a mission to make STEM fun for kids by having them work with robots (STEM for Kids, 2014). David Steel, executive vice president of Samsung Electronics North America, explains that Samsung's Solve for Tomorrow contest for high school students aims to foster future innovators by showing students how and powerful STEM can be (Samsung, 2014). The U.S. Army Corps of Engineers held a youth program with an exercise called Engineering is Fun! An engineer told the kids that [e]ngineering is all about having fun, solving real-world problems, creating things that work well and look good, and remembering to laugh out loud every day! (Castagna, 2014). This is just a sampling of the many efforts nationwide to make STEM more and therefore more attractive to young people. [ILLUSTRATION OMITTED] Fun isn't enough What's left after the Mento geyser? A bottle of flat Pepsi and too many students who still arrive at college academically unprepared for STEM majors or--perhaps more important--emotionally unprepared to stick it out when the subjects inevitably get tough. There is plenty of evidence that American K-12 students are not, average, well-prepared in math and science. It does not seem to an issue of spending; the U.S. government funnels $3 billion every year into STEM education initiatives--far more per pupil than other countries spend. Yet average scores for American 15-year-olds in 2012 the Organization for Economic Cooperation and Development's Program for International Student Assessment math test were below the average of the 34 participating countries (OECD, 2013). In fact, U.S. scores were lower than the scores for 22 of the other 34 OECD nations and lower than scores for several non-OECD countries and regions, such as Shanghai, Singapore, and Hong Kong. Despite all the in the classroom and in extracurricular programs, we're treading water. The disappointing U.S. average mathematics score from 2012--the latest year for which results are available --was not measurably different from PISA results in 2003, 2006, and 2009. …" @default.
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• W2220006819 date "2015-10-01" @default.
• W2220006819 modified "2023-09-23" @default.
• W2220006819 title "Going beyond Fun in STEM: Instead of Telling Students That STEM Is Fun, Tell Them It's Hard, and They'll Feel a Sense of Pride and Accomplishment at Their Success" @default.
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