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STEM Teachers in a Box

July 10, 2014

How many science, tech, engineering and math (STEM) teachers do you think enter the US workforce every year? A few hundred thousand? Surely, at least fifty thousand, right? Try again. Since 2004, both the present Democratic administration and its Republican predecessor have begged Congress to enact into law a plan to graduate a measly 10,000 new highly-qualified (more on that term in a future posting), jolted me out of my chair when I read it; the US actually falls short of even that modest goal. The persistence of the 10,000-a-year goal for STEM educators demonstrates how hard it will be to develop even this human resource.

 

On the other hand, games like Worlds of Warcraft reach millions of new users every year (in the case of WoW, four million in 2012, according to http://www.statista.com, and  Food Force, the food security simulator from the UN got played a million times in its first six months after launch. Who does the student listen to more, the poor algebra teacher (who might not have as much as a math minor in college), or the flashing, blaring, addictive video game (see last week’s post on “Addicted to Math?”). Many people are lining up on the side of the video game here, noting the smashing success of Khan Academy and the “flipped classroom” model – homework in class, lectures at home from Khan.

 

What about effectiveness? Surely, the personal touch does better than the Max Headroom approach. Well, maybe not. A far more complex game than we offer (yet!) at www.mathnook.com, DimensionM, recently received a peer-reviewed grade by a major UK journal. The gamers showed a lasting boost in algebra skills and yes, in interest. Interest in math! Even math teachers report that their worst day of the year is that dreaded “What do you like or dislike most about math?” day. That’s the day when students get to kill their math teachers, lumping them in the category of oral surgeons at the dental clinic. Just the very possibility that electronics might dissolve the emotional barrier against STEM learning has us tickled and giggling (for a counteropinion, albeit earlier than the Dimension M paper, click through to this paper which thinks math games are a mixed lot).

 

Another research paper raises a more pithy question: “How can learning design maintain a sense of the wonder and joy of learning, minimize math anxiety, and improve performance on standardized tests?” No, really. They wrote that last clause, not us. The point is that we have to find ways to teach that fit the brain’s natural way of learning, which means that “development of left-brain skills that depend on sequential action and thought (reading, writing and arithmetic) must be complemented by development of the holistic, creative processes by means of right-brained activities such as visual support, story-telling, and role playing.” This includes dealing with the emotional component of learning, too. There is a negative feedback loop between seeking behavior and fear, anger, and panic. Seeking behavior is reinforced by play and attention, creating a positive feedback loop with more seeking as the result.

 

NOTE TO WORLD: What are the STEM fields if not the epitome of seeking?

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