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Reading, writing and relevancy: Integrating 3R's into STEM
Lefever, Shirley Pearman, Cathy J.
Lefever, Shirley
Pearman, Cathy J.
Authors
Lefever, Shirley
Pearman, Cathy J.
Pearman, Cathy J.
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2015
Type
Article
Genre
Keywords
Problem-based Learning,Reading,STEM,Writing
Subjects (LCSH)
Citation
Lefever-Davis, S., & Pearman, C. J. (2015). Reading, writing and relevancy: Integrating 3R's into STEM. The Open Communication Journal, 9, (Suppl 1: M9) 61-64. doi:10.2174/1874916X01509010061
Abstract
A recent editorial in the New York Times (Editorial, 2013) raised an awareness of a growing demand for more college graduates in the Science, Technology, Engineering and Math (STEM) fields. This fact, coupled with a declining interest on the part of students in those areas (ACT, 2013) necessitates a dramatic and urgent need for K-12 curriculum that fosters an interest in these fields and promotes skills that facilitate success. Many educators believe the solution is a curriculum steeped in a problem-based approach that integrates strong communication skills (Sanders, 2009). This article will describe the importance and essence of making STEM instruction relevant through a problem-based learning approach at the same time promoting students' literacy skills. Specific suggestions for instructional strategies that can be used effectively in a problem-based curriculum to promote competence and interest in STEM areas will also be described.
Table of Contents
Description
Open access article.
Publisher
Bentham Open
Journal
Book Title
Series
Open Communication Journal
v.9
v.9
Digital Collection
Finding Aid URL
Use and Reproduction
Archival Collection
PubMed ID
DOI
ISSN
1874-916X