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Overcoming the challenges in K-12 STEM education

机译：克服K-12茎教育中的挑战

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摘要

New studies in the United Arab Emirates (UAE) have investigated the factors why students do or do not appreciate Science, Technology, Engineering, and Mathematics (STEM) courses. Many indicators point mainly to the effectiveness, or ineffectiveness, of teachers. The main purpose of this paper is to identify significant factors that affect teachers' effectiveness. This is done through an analysis of the results of a twenty-four-question survey, developed by the authors, given to 200 STEM teachers, from Kindergarten to Grade 12, in public and private schools across the country. A literature review consisting of comparable studies in other countries served as a backdrop to the many trends discovered in the analysis of teachers' responses. Furthermore, the authors provide additional critical interpretations to address the unique nature of the findings in the UAE educational system. Overall, the findings point to the dire need to address teachers' dissatisfaction with the teaching profession in the UAE. Specifically, addressing monetary compensation, improving the curricula, lack of resources and providing professional guidance via development courses and seminars are necessary if teachers are to be more effective in the classroom. The paper also provides recommendations that can improve the current conditions, not only in the UAE, but also in other regions of the world being affected by the same.
机译：阿拉伯联合酋长国（阿联酋）的新研究已经调查了学生做或不欣赏科学，技术，工程和数学（Stew）课程的因素。许多指标主要针对教师的有效性或无效。本文的主要目的是确定影响教师效力的重要因素。这是通过分析由作者开发的二十四个问题调查结果的结果来完成的，从幼儿园到全国各地的公共和私立学校，幼儿园到12年级。由其他国家的可比研究组成的文献综述作为在分析教师回应中发现的许多趋势的背景。此外，作者提供了额外的批判性解释，以解决阿联酋教育系统中的研究结果的独特性质。总体而言，调查结果指出了急迫让教师对阿联酋教学专业的不满。具体而言，如果教师在课堂上更有效，则解决货币补偿，改善课程，缺乏资源和提供专业指导，并且可以在课堂上更有效，并且可以通过开发课程和研讨会提供专业指导。本文还提供了可以改善当前条件的建议，不仅在阿联酋，而且还在世界其他地区受到相同的影响。

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