Abstract: The purpose of this study was to examine vocational high school science teachers’ instructional prioritizing the 21st Century Skills mandated in the Indonesian National Curriculum 2013 revision. The Indonesian government implemented this curriculum in 2017 to support students’ career readiness, which was inadequately addressed in previous curriculum documents. Survey data was obtained from the population of vocational high school science teachers in the city of Pontianak, West Kalimantan province, Indonesia. The study contrasted the prioritizing of 21st Century Skills objectives with previous curriculum objectives, in order to determine if teachers give priority to current curriculum requirements or are still focusing on previous requirements. The study furthermore examined whether teacher demographic data are associated with their teaching priorities. Results indicate teachers do prioritize the 21st Century Learning Skills over previous curriculum objectives. Novice teachers report higher priority on communication skills and male teachers give higher priority to problem solving. Future research includes determining how these priorities translate into classroom practice.
Abstract: Due to the rapid change in technology and information dissemination, the qualities and skills employers and colleges demand in the 21st century have changed. To help higher education institutions and workforce to identify and measure their prospective students and employees’ skills respectively, we designed an instrument for secondary grade students to self-assess their 21st century skills. After successful piloting, validation of the final instrument was done with 282 high school students from a public high school in Texas. We utilized exploratory factor analysis and investigated construct validity for the instrument using principal axis factoring with Promax rotation and Kaiser normalization. We found that the original 48 items developed for the instrument were loading the four factors as theorized in our model. Finally, confirmatory factor analysis (CFA) models for four scales were separately investigated. Maximum likelihood estimation method was used for all analyses though Mplus8.2 (Muthén & Muthén, 1998-2017). We came up with 5 factors and 43 items. Researchers, K-12 educators, postsecondary educators, and employers may benefit from the development of this instrument.
Abstract: The purpose of this case study was to explore how (if in any way) three informal science approaches as part of a teacher preparation program could shape preservice teachers’ personal philosophies of science teaching and learning. Data were collected in a period of two academic semesters in the context of an elementary methods course through the following sources: science autobiographies, personal philosophies about science teaching, drawings about their most memorable and least memorable experiences of science, three reflective journals about the three informal science experiences (i.e., working with scientists, field, science festival), lesson plans, responses to final exam questions, observations, and semi-structured interviews. The participants were 16 preservice elementary teachers, seven males and nine females. Open coding techniques were used to analyse the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal learning in teachers’ preparation has the potential to support preservice teachers’ in reconstructing their ideas about science and science teaching in ways that are aligned with reform efforts emphasizing student engagement, working with scientists, and utilizing out-of-school spaces for learning.
Abstract: Although the number of female science students has increased at secondary level in many countries since 1990, this has not translated into pursuing a STEM education at tertiary level and not even into STEM jobs. It is thus important to analyze this issue of female participation in STEM disciplines, since their inclusion would empower them by improving the economy, health, and infrastructure worldwide and help to fight poverty internationally with technological and scientific interventions. This narrative review article aims to analyze the reasons behind female underrepresentation in STEM careers using the “feminist research methodological” approach. Underlying the conceptualization of gendering science, two specific concepts, gender role and empowerment, have been used. Here I have analyzed the educational, attitudinal, socio-cultural, and socio-economic aspects of why there are so few women in STEM careers. This analysis introduces some important concerns that can be focused on during policy implication to ensure gender equality in STEM careers. This article highlights the socialization process of young students (especially girls), who are expected to perform their stereotyped gender roles consciously or subconsciously both in the family and educational settings. These gendered ideologies are clearly interlinked to the career they become interested or influenced in. The analysis reflects and recommends that subject domains and job sectors should be gender neutral where life experiences and interests of individuals should be emphasized. Such important concerns raised in this article would help educators in policy implication to ensure gender equality in STEM careers.