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How To Make Science, Technology, Engineering, And Mathematics Cool At School

An easier way through high school and less likely to transfer to undergraduate science programs. Additionally, female students are underrepresented in fields such as math, physics, and astronomy. Across the world, STEM (Science, Technology, Engineering, and Mathematics) issues face a major problem in secondary and tertiary institutions. Worse, however, STEM graduates may not be working in their field of expertise, leaving STEM agencies and institutions to recruit from a shrinking pool.

In 1995, 14 percent of 12th-grade mathematics students studied advanced mathematics, while 37 percent studied primary mathematics, according to the Australian Institute of Mathematical Sciences. Fifteen years later, in 2010, 10 percent studied advanced math and 50 percent made the easiest choice for elementary math. The Australian Institute of Mathematical Sciences has revealed that basic mathematics is becoming more and more popular with high school students at the expense of intermediate or advanced studies. This resulted in fewer universities offering higher mathematics courses and consequently, the number of mathematics graduates decreased. Enrollment in teacher training schools and university teaching departments in mathematics programs has also declined, resulting in many poor or remote high schools lacking advanced mathematics teachers, which also reduces science courses or removes specific topics from courses. For some math courses, this results in a continuous cycle of low supply, low demand, and low supply.

But is it really a terrible problem? The first question relates to the presentation. Do universities produce enough quality scientists, theologians, engineers, and mathematicians? Harold Salzman of Rutgers University and Research Associate B. However, less than half accepted jobs in their field of expertise. They are moving to sales, marketing, and health jobs.

The second question relates to demand. Is there still a demand for STEM graduates? An October 2011 report by the Georgetown University Center for Education and Labor confirmed that science graduates are in high demand and that STEM graduates earn higher starting salaries than non-science graduates. The Australian Institute of Mathematical Sciences said the demand for PhDs in mathematics and statistics will increase by 55 percent by 2020 (at 2008 levels). In the UK, the Department of Engineering and Science, Supply and Demand for STEM Skills in the UK Economy (Research Report RR775, 2004) predicted that the stock of STEM graduates will grow by 62 percent from 2004 to 2014 with the highest growth rate. in departments allied to medicine at 113 percent, life sciences at 77 percent, math science at 77 percent, computing at 77 percent, engineering at 36 percent, and physical sciences at 32 percent.

Areas of special growth are agricultural science (food production, disease prevention, biodiversity, and dry land research), biotechnology (vaccine and pathogenic science, medicine, genetics, cell biology, pharmacology, embryology and biorobotics)., Anti-aging research. ), energy (hydrocarbon, mining, mining, and renewable energy sectors), computing (e.g. video games, computer security, robotics, nanotechnology, space technology), engineering (hybrid electric automotive technologies), geology (mining) and hydrogeology), and environmental science (water, land use, marine science, meteorology, early warning systems, air pollution, zoology).

Science education: promote the quality and participation of science teaching in schools and universities; Scientific workforce: put scientific communication into the ruling consciousness to enhance the benefits of scientific work.


In practice, recent findings on students ’attitudes toward STEM topics, their perception of scientific work, and the flow of STEM graduates in their field of expertise can be positively enhanced by changing the way governments, scientists, and governments. Educators communicate science on a daily basis. base.



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