A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Autor/inn/en	Pease, Randy; Vuke, Mary; June Maker, C.; Muammar, Omar M.
Titel	A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving
Quelle	In: Journal of Advanced Academics, 31 (2020) 3, S.367-406 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pease, Randy) ORCID (June Maker, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X20911643
Schlagwörter	STEM Education; Learner Engagement; Problem Solving; Ability; Student Characteristics; High School Students; Academically Gifted; Gifted Education; Creative Thinking; Talent Development; Teaching Methods; Skill Development; Mathematics Skills; Spatial Ability; Biological Sciences; Physical Sciences; Student Evaluation; Profiles + Suchen Sie Ihr Suchwort? STEM; Problemlösen; Fähigkeit; Fertigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kreatives Denken; Begabtenförderung; Talentförderung; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Räumliches Vorstellungsvermögen; Abwasserbiologie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Schulnote; Studentische Bewertung; Charakterisierung; Profilanalyse
Abstract	Developing students' strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students' strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on "right answers" to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students' focus, motivation, interest, and understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01