Comparative analysis of the curriculum at science and technology (STEM) high schools in Poland and The United States

• Autorzy: Łukaszczyk Zygmunt , Grebski Michalene

Identyfikatory

DOI

10.29119/1899-6116.2020.50.6

• Języki publikacji: EN

Abstrakty

EN

Introduction/Background: The knowledge-based economy in Poland and the United States (USA) requires highly trained engineering professionals to stay competitive and to secure economic development. In recent years, some initiatives have been undertaken to better prepare high school graduates for engineering and technology-related programs. One of these initiatives has been the creation of science, technology, engineering, and mathematics (STEM) high schools in Rybnik, Poland, and Hazleton, Pennsylvania (PA), USA. Aim of the Paper: The comparative analysis of the curriculum was conducted by selecting two similar high schools, one in Hazleton, PA, USA, and one in Rybnik, Poland. The purpose of this research project was to identify the similarities and differences in the curricula at both high schools. Materials and Methods: The authors of this article have firsthand experience with the curricula at both high schools. Both curricula are available in their respective catalogs. A comparative analysis of the curricula was done by identifying the best practices in both countries. Dual enrollment opportunities available to high school students in PA, is also discussed. Results and Conclusions: This paper describes the different methods used for promoting interest in engineering and technology among high school students. These initiatives are necessary to provide a highly qualified workforce to meet the demands of the knowledge-based economy. This paper includes a comparative analysis of the STEM-oriented high school curricula in Poland and the USA.

Słowa kluczowe

EN

engineering career; technical education; promoting science; STEM schools

PL

kariera inżynierska; edukacja techniczna; promowanie nauki; szkoły STEM

• Wydawca: Wydawnictwo Politechniki Śląskiej
• Czasopismo: Organizacja i Zarządzanie : kwartalnik naukowy
• Rocznik: 2020
• Tom: nr 2
• Strony: 75--85
• Opis fizyczny: Bibliogr. 13 poz.

Twórcy

autor

Łukaszczyk Zygmunt

• Wydział Organizacji i Zarządzania/CKU, Politechnika Śląska

autor

Grebski Michalene

• Northampton Community College, Tannersville, PA 18466, USA

Bibliografia

• 1. Cassady, L., Keating, K., and Young, V. Dual Enrollment: Lessons Learned on School-Level Implementation. Virginia: EDJ Associates. https://www.2.ed.gov/programs/skp/ finaldual.pdf, 01.07.2019.
• 2. Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., and Kizilce, R.F. (2020). Online Education Platforms Scale College STEM Instruction with Equivalent Learning Outcomes at Lower Cost. Science Advances, Vol. 6, no. 15, pp. 1-65. advances.sciencemag.org> content>eaay5324, 05.14.2020.
• 3. Education: Knowledge and Skills for the Jobs of the Future. The White House: Barack Obama (2012). https://obamawhitehouse.archives.gov/issues/education/reform, 05.15.2020.
• 4. Erdogan, N., and Stuessy, C.L. (2015). Modeling Successful STEM High Schools in the United States: An Ecology Framework. International Journal of Education in Mathematics, Science and Technology, Vol. 3, No. 1, pp. 77-92. ISSN: 2147-611X. Files.eric.edu.gov/fulltext/EJ1059051.pdf, 05.14.2020.
• 5. Han, Seong Won (2017). What Motivates High-School Students to Pursue STEM Careers? The Influence of Public Attitudes toward Science and Technology in Comparative Perspective. Journal of Education and Work, Vol. 30, Iss. 6, pp. 632-652. ISSN: 1363-9080 (Print), 1469-9435, https://www.tandfonline.com/loi/cjew20, 05.14.2020. http://ijemst.com/pdfgoster.ph?file=depo/pdfs/pdf_3_2015_1.pdf, 05.14.2020.
• 6. https://www.niche.com/K12/search/best-schools-for-stem/s/pennsylvania, 01.07.2019.
• 7. Li, Yeping, Ke Wang, Yu Xian, Froyd, J.E., and Nite, S.B. (2020). Research and Trends in STEM Education: A Systematic Analysis of Publicly Funded Projects. International Journal of STEM Education 2020, Vol. 7, No. 17, https://stemeducationjournal. springeropen.com/articles/10.1186/s40594-020-00207-6, 05.15.2020.
• 8. Program of Studies. STEM School: Hazleton Area Academy of Sciences – School Year 2017-2018. https://www.hasdK12.org/Domain.1118, 01.07.2019.
• 9. Sanders, M. (2009). STEM, STEM Education, STEMmania. The Technology Teacher. International Technology Education Association. https://vtechworks.lib.vt.edu, 01.08.2019.
• 10. STEM: Pennsylvania Out-of-School-Time. Project Accelerate. https://www.pa.stem. ost.info, 01.07.2019.
• 11. Strauss, M. (2017). About a Third of Americans Would Tell High Schoolers Seeking Career Advice to Enter a STEM-related Field. Pew Research Center. www.pewsearch.org/fact-tank/2017/09/26, 01.08.2019.
• 12. The Framework for Integrative Science, Technology, Engineering and Mathematics (STEM) Education Endorsement Guidelines (2014). Pennsylvania Department of Education. https://www.education.pa.gov/Documents/, 01.08.2019.
• 13. Zajac, T., Jasinski, M., and Bozykowski, M. (2018). Does It Pay to Be a STEM Graduate? Center for Studies of Higher Education (CSHE), Research and Occasional Paper Series: CSHE.13.17, University of California, Berkeley, pp. 1-9. Updated.final.ROPS,CSHE. 13.17.zajac.etal.PaytobeSTEMGrad.11.13/2017.docx, 05.14.2020. cshe.berkeley.edu/ sites/default/files/publications/updated/final.rops/cshe/cshe.13.17.zajac_et_al.paytobestemgrad.11.13.2017.pdf, 05.14.2020.

Uwagi

PL

Opracowanie rekordu ze środków MNiSW, umowa Nr 461252 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2020).