Importance of Laboratory in Integrated STEM Education - Case Study Example

Importance of Laboratory in Integrated STEM Education Introduction STEM is an acronym the broadly summarizes Science, Technology, Engineering and Mathematics. STEM education is thus an approach to the study of these discipline in an incorporative manner as it integrates the aforementioned disciplines peddled by the need to ensure a collaborative, hands-on as well as cooperative learning process (Storm, 1993, p.76). Critical thinking and problem solving forms the centerpieces against which STEM education is embedded. STEM education has in the recent past become an interesting and vital approach to education based on its ability of a better competitive advantage with respect to economic global competition and hence it has become a priority in the United States (Harland, 2011, p. 145). To show the significant attached to STEM education, it is projected that by 2018 will STEM jobs will have grown by 17% as non-STEM jobs pegged at a 10% growth. Surprising, keeping pace with the growing demands in STEM jobs has proved difficult and consequently, integrating STEM education into curriculum is promising as the best strategy to help ensure supply of skilled manpower meets the ever rising demand. This can be illustrated by critical analysis of Kincaid where benefits of integrated STEM education has positively been vastly felt as students have had easier time understanding real life hand-on practice while simultaneously fathoming the relationships of subjects being studied as well as how STEM disciplines work together harmoniously based on the integration and application of cross-curricular content offered (Storm, 1993, p.65). In order to curb the imbalance between the demand for STEM jobs and supply following an adequacy of skills, strategic plans have been designed in aid of fully integrating STEM education. With respect to Kincaid, greater significance has been attached to establishments of STEM laboratory as transformative and counteractive mechanism to ensure proper learning and understanding of STEM education. This strategic long term plans includes but not limited to increase adoption and utilization of technology on daily basis, hands-on STEM based projects incorporated in curriculum, hiring of STEM instructors, upgrading facilities such as existing science laboratories to STEM laboratories and teacher collaboration. The paper is coined to aid in unearthing the reciprocal relationships between STEM labs and STEM education (Storm, 1993, p.154). There is a closer interconnectedness between STEM education and the laboratory facilities. STEM education is gaining momentum despite few stumbling blocks such as time constraints, huge initial capitals as well as fewer skilled STEM lab instructors. There are however, more pros in contrast to cons associated with the packages attached to STEM education. STEM labs constructions and hiring its associated lab instructors are the centerpieces driving the long term strategic plans. Body Raised Critical and Creative Thinking Ability STEM labs are beneficial as they increase the ability of students to creatively and critically think when exposed to problem solving scenarios to come up with rational-premise embedded conclusions. With respect to Niles North and West High Schools, STEM labs have been carved in each school out of existing spaces. New labs with respect to such disciplines as Chemistry, Physics as well as Biology, have been merged together with those of Engineering and Mathematics culminating into collegiate-level application as well as sophisticated technologies that have optimized research, critical thinking as well as interaction amongst the lab instructors, students as well as the stakeholders. The primary zones have been established in each lab presenting a platform to incorporate group and independent studies concurrently. The think tank has presented leaners to think outside the box and consequently enhance conferencing on a global perspective. Such facilities as a plasma TV, interactive white boards, complete AV inputs and output, project screens as well as projectors present learners with high levels of simulations and hence able to properly understand the disciplines inter-relationships leading to increased knowledge endowments. As noted by Niles North and West High Schools Director of Science, Lois Wisniewski, ‘These Labs represent Science for the 21st century and fulfill our vision and need to prepare our students as intellectual leaders.’ These remarks further reveals the inevitability of STEM labs so as to spearhead STEM education by ensuring intellectual products are fished out upon and during the duration of study. Increased rate of problem Solving With respect to Lab Zone, learners have been presented with every facility that aid in actualizing the theoretical knowledge learnt to real-life problem solving scenarios. Such facilities as storage, plug in places, flexible configurations and equipment have characterized STEM labs. Execution of experiments to aid in solving particular problems have been facilitated by coming up with movable tables and individual carts rolling under counters hence higher degree of flexibility to conduct experiments. There is increased evidence gathering based on the increased experiments being conducted in STEM labs. Thus, when learners are at logger-heads with particular challenging problems and challenges, evidence-based-research is conducted in STEM labs in order to unearth experimentally-supported data to aid in rational decision making. In so doing, learners have been presented with a better framework that clearly outline rational steps to be undertaken in finding amicable solutions to particular challenging issues. Impediments to problem solving have been minimized by integrating STEM education basically based on the increased knowledge generation resulting from increased experiments in STEM labs. Rates at which STEM students solve their issues have been increased based on the pros resulting from increased need to establish STEM labs. Increased understanding about the STEM disciplines adds vast knowledge generation associated with STEM labs in fostering STEM education. Rational decisions are thus met during challenges and at a reduced time frame. This is because of the shortened time resulting from faster rates of unearthing the causes of a particular problem and quick but rational suggestion of possible alternative solutions to respective challenges. Such alternative solutions are thus evaluated and a promising one settled at hence solving the particular challenge. STEM students are thus positioned as the best problem solvers regardless of how challenging it is based on the fact that they are able to see answers and solutions beyond every problem. This arises from increased creative and critical thinking as well as increased capacity of self-efficacy. To sum up, rationality in decision making is key to tackling challenges in the real world. STEM students are thus strategically placed as they are presented with a think tank to aid in generating better thoughts when faced with difficulties. Life is full of inevitable challenges and therefore STEM labs should be properly fledged with every equipment including lab instructors to facilitate knowledge transmission which then culminates into increased rational solutions when people are faced with challenges. It is therefore, the researcher’s firm position that STEM education has massive pros in enabling students to solve problems by ensuring properly established and installed STEM laboratories. Increased Research and Development STEM labs are characterized by Computer Storage that have internal charging stations. This feature presents a beneficial scenario as learners use their personal laptops to conduct respective research or they opt to interface with such STEM lab equipment as shaking tables, bomb calorimeter and spectrophotometer. As speakers and microphones transmission is made possible throughout the lab, optimal connection is feasible peddled by the existence of overhead gridding systems. To motivate students and change their initial belief on the difficulty of STEM disciplines, STEM materials have played a vital role by presenting an enabling learning environment that make science and industry to fully blend. The strategic use of glass walls within the corridors and cabinets illustrates activity as well as equipment that have served to ensure excitement amongst students with respect to STEM application. This is further amplified by establishment of epoxy resin lab tables, rubber sheet flooring, and exposed ceiling with wood or metal highlights which further attracts learners making them to develop interest in STEM disciplines. As Paul O’Malley, Assistant Superintendent for Business Services points out, ‘The STEM labs have catalyzed our science curriculum with collegiate level application.’ This further showcase how significant STEM labs are in helping students develop better attitudes towards STEM disciplines. The importance of STEM labs has also been echoed by Miller Junior High School. This is linked to their 2013 new hands-on designed STEM lab. They have consequently installed engineering bridge, food services, web page and video design, audio broadcasting, carbon footprints, rocket science, changing oceans, flight simulations, small engines, engineering tower design, sustainable agriculture, construction management, electricity and graphic communication that is aimed at facilitating increased STEM education. This is also projected to incorporate elective opportunities, summer school programs and existing after school programs (McMahon, 2006, p. 156). Simulation and execution of experiment is thus made possible while a controlled experiment is presented to students. STEM labs are also attached increased interconnection of students to “real world” career opportunities so as to produce intellectual that can completive fairly in job markets based on their unique skills endowment as a competitive advantage. STEM labs have thus ensured students are excite in regard to potential job opportunities, educational opportunities as well as shaping students’ future career alternatives as the climb the ladder to higher learning institutions. Simulation, a fundamental feature of STEM education with respect to STEM labs is the best strategy in education. Learning by doing with increased scaffolding culminates to increased confidence amongst the learners. Paraprofessionals have been used during lab sessions in order to instill confidence amongst the students. Simulation thus helps researches to be conducted with minimal errors as students are used to such equipment and bureaucratic procedures attached to a particular experiments (Storm, 1993, p. 167). Repeated simulation thus presents learners with increased skills and knowledge in mastering these steps and thus find it easy to execute promising set of experiment. This has culminated into increased knowledge generation peddled by particular situations. Students thus applies all the six patterns of knowing in a harmonious and incorporative manner to conduct researchers that have translated to increased and short bureaucracies in problem solving. Decision making processes have thus been facilitated benchmarked against rational premises. Installation of all lab equipment in STEM labs have presented STEM students with appropriate opportunities to conduct both group sessions as well as individual-based experiments. Student’s knowledge generation has increasingly been made possible in STEM labs based on simulation as well as scaffolding approaches attached to such experiments. Students have conducted several experiments significance experiments based on the utilization of these facilities with minimal negative consequence as risks are proactively counteracted by predetermined instruction resulting from STEM lab instructors as well as their tutors while sometimes professionals are also employed to help students complete the assigned duties. This intensive research culminates into fully baked students who are ready to make rational decisions in real-life students and particularly, job markets. Theoretical knowledge is made practical through learning by doing approach in the STEM labs which help students to practically actualize theories to real world. Global Economic Competition has increasingly become research driven and STEM stands erected as the driving force behind intense competition. It is worth noting that STEM education is the key to Evidence-Based Research and STEM laboratory is the starting point in situated knowledge generation. It is therefore, rational to attach research and development to STEM labs and to take a firm stand by appreciating the reciprocal relationship between STEM lab and Research and Development execution. Expansion of STEM Education This is attached to Georgia’s Instructional Technology Division Department of Education as they announced the FY10 Tittle II, Part D ARRA Competitive Grant 21st Century STEM Labs. The need by Georgia to engage in such a multibillion investment was informed by the critical evaluation of vast pros associated by STEM labs in enhancing STEM education. The location strategic location of these STEM labs high and middle schools while bringing on board all the other stakeholders including business partners, post-secondary and community. STEM education stands expanded with respect to extended STEM education to all states school sites as the labs constructed in all the thirteen Georgia Congressional Districts (Della, Kriesi & Rucht, 2009, p. 56). This increases the STEM education based on the fact that the students STEM related courses enrolment increased as well as post-secondary STEM attached training and education. This helped Georgia low rates in STEM courses enrolment to expand by availing avenues that are focused towards enticing applicants to indulge in such courses. STEM labs are also important to STEM education as it enabled Georgia’s to raise its capacity of providing high quality K-12 that culminated into increased learning opportunities for STEM. STEM labs are also significant to increasing skills for students following the increased interest and attitudes towards STEM disciplines. With respect to Georgia, student 21st century skills and technology literacy was facilitated through the provision of opportunities amongst STEM students to simulate with STEM industry’s technical tools. This has a multiplier effect on the confidence gain amongst STEM students and hence increased STEM professionals (Bybee, 2013, p. 123). Increased STEM education in Georgia can as well be attached to STEM labs as models established in such labs have stressed on the, inquiry-based learning focused on Georgia Performance Standards and Common Core State Standards, hands-on, inter-disciplinary between STEM courses. Development of Georgia STEM labs also served to instill better understanding of significance of STEM education as well as its ability to establish sustained STEM education program which modeled students to real-life jobs and life with respect to 21st century. STEM education is embedded on STEM labs based on simulation and scaffolding learning approaches. STEM lab instructor’s frames and avail procedures and instructions guiding particular research experiments that are then followed by learners during particular experiment sessions. STEM labs have presented avenues for group discussions while conducting experiments as well as after experiments. Students are thus able to show their experiences with equipment with respect to knowledge gained. Students thus contrast and compare notes based on STEM disciplines and thus expanding their stock of knowledge amongst themselves. Besides, assistant teachers have also been employ to chip in and help students to simulate with equipment and conduct respective experiments. Students hence only make evidence-driven decisions as they are able to question every phenomenon and subject such doubts to laboratories for either justification or thwarting them down. In snapshot, STEM education expansion would be dealt a blow if STEM labs are not properly characterized with every equipment, lab instructors as well as clearly framed and outlined procedures to aid in conducting STEM experiments. Conclusion STEM related courses has increasingly become the centerpieces for competition in the labor force on a global perspective. Many United States are disturbed on how to influence their learners to venture into increased study of STEM (Tech directions, 1992, p. 21). Labs are advocated for as the bets driving force in learning STEM associated courses. Students have a predetermined deeply rooted fear as well as negative attitudes in studying STEM courses based on irrational premises of tough courses. It is for this reason that billions of dollars are being diverted to STEM programs and particularly in transforming Science labs to STEM labs as well as constructing new STEM labs across the United States of America. Analysis forecast a blow based on inadequacy of STEM professionals should the issue not taken serious at an early stage. Consequently, increased number of STEM labs in USA are being felt that are even accompanied legislation. Student’s incentives have also been offered to such students who compete STEM courses as well as those that agree to study (Storm, 1993, p. 122). America COMPETES Act of 2007 was enacted as a counteractive measure to various concerns that depicted American’s vulnerabilities with respect to global economic competition following the realization of the low and inadequate STEM investment as well as insufficient workforce enhancement. This Act aims at expansion in STEM education through the constructions of STEM labs right from Kindergarten, graduate schools through to postdoctoral STEM education. This points out on the seriousness of STEM education as a competitive advantage to economic global completion. In particular, funds authorizations was one of the major significant impacts of Act as NIST laboratories were funded. As noted by Robert Gabrys, NASA’s Goddard Space Flight Center Education Director who attaches benefits to the funding following the looming willingness of students to study STEM courses as well their preparedness to job market based on increased leaners achievements. Laboratories and facilities installed in STEM labs have managed to attract more STEM students who gain adequate knowledge to fully and fairly compete in the economic global competition. It has increasingly become inevitable to sideline STEM education in learning process by those nations that are concerned by the need to produced fully baked students. It is inevitable also to undertake a rational STEM education without fully fledged STEM labs. Labs have thus been constructed in a manner that students are attracted based on the choice of material used as well as the design in order to entice students to enroll for STEM courses. Extended research and developments need to be conducted in the STEM education industry to further reveal the necessary and working approaches that if undertaken will lead to more students enrollments with respect to STEM education courses. Simulation stands erected as the best mechanism to instill confidence in students while using lab equipment. This reduces the frequency of errors and risks associated with experiments (Fulton, 1975, p. 98). This increased student’s confidence has translated into rational decision making peddled by increased thinking ability of STEM students. Problem solving based on particular daunting challenges have become easier with increased utilization of scaffolding approach to STEM education in STEM laboratories driven by lab facilities (Bybee, 2013, p. 122). Students have thus found STEM education more interesting weeding out the deeply rooted misconceived concepts and notions of attaching STEM disciplines to being tough and difficult to master and follow bureaucratic experimental procedures. The paper is summarized on the basis of a strong warning that education institutions have no option to sideline laboratories and associated facilities in STEM education. It is worth a rational contrast that STEM lab is to STEM education just as oil is to Engine. Reference Bybee, R. W. (2013). 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