Developing Non-Formal Education Competences as a Complement of Formal Education for STEM Lecturers

Autor/in	Terrazas-Marín, Roy Alonso
Titel	Developing Non-Formal Education Competences as a Complement of Formal Education for STEM Lecturers
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 44 (2018) 1, S.118-123 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Terrazas-Marín, Roy Alonso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1422613
Schlagwörter	College Science; Science Instruction; STEM Education; Nonformal Education; College Students; College Faculty; Foreign Countries; Outdoor Education; Professional Continuing Education; Transformative Learning; Conventional Instruction; Faculty Development; Competence; Academic Achievement; Workshops; Mexico + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Non-formal education; Non formal education; Nichtformale Bildung; Collegestudent; Fakultät; Ausland; Freiluftunterricht; Berufsfeldbezogener Unterricht; Weiterbildung; Pädagogische Transformation; Kompetenz; Schulleistung; Lernwerkstatt; Schulung; Mexiko
Abstract	This paper focuses on a current practice piece on professional development for university lecturers, transformative learning, dialogism and STEM (Science, Technology, Engineering and Mathematics) education. Its main goals are to identify the key characteristics that allow STEM educators to experiment with the usage of non-formal education approaches, and apply this knowledge to generate transformative learning experiences. It also seeks to develop new teaching skills among the participants as they train to create learning environments that challenge students to apply STEM knowledge to solve real life problems. A university in northern Mexico created a bilingual programme that allowed participating lecturers to be trained and take part in an outdoor experience in which they designed and applied challenging undertakings for their students. This in practice piece presents a brief description of a non-formal education workshop, and provides examples on how to conduct non formal educational activities based on formal curricular content. Preliminary results allow us to infer that participating lecturers were motivated to learn new teaching approaches in an active way. Participating scholars noted that they changed the way in which they delivered formal content and this allowed them to experiment with new activities that permitted their students to have a better understanding of STEM subjects and improve their academic performance. They also mentioned that the workshop enabled them to improve their attitude, leadership, social skills and class creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01