As a secondary school teacher who teaches Math and Chemistry, I am a strong advocate in promoting STEM (Science, Technology, Engineering and Mathematics) education and am always looking for ways to increase students’ interest in this field. As my proposal, I would like to focus on the research, possibilities and methods of increasing engagement with secondary students by integrating and linking popular culture with STEM topics. Additionally, not only is it beneficial to integrate popular culture into STEM education, but it allows teachers “access to knowledge of and relationships with theirs students” (Duncan-Andrade, 2010, p 59) and provides opportunity for cultural acupuncture (Jenkins, 2015). Popular culture is an umbrella to many categories, however, I will only be focusing on television, movies and music (Duncan-Andrade, 2010) and its connection with STEM.
One of the factors that I will explore are the many resources that are available for educators in promoting STEM with the help of Hollywood ideas. For example, Texas Instruments has a program called “STEM Behind Hollywood” whose goal is to excite students into the field of STEM and provide free online math and science classroom activities that teachers can use. These activities help teachers use hollywood topics, such as Zombies, Space, Superheroes and Forensics to connect to math and science content. It should be mentioned to students that when Hollywood Sci-fi movies are being made, they consult The Science and Entertainment Exchange and bring in field experts to incorporate real science into the story and film (Journal of Engineering, 2013).
There has also been much research on the integration of popular culture to enhance learning STEM topics. To help students prepare and review fundamental math concepts; activities based around the popular tv show ‘Survivor’ was used. The results increased understanding, confidence, preparedness and communication skills within the students. (Burks, 2011). I will also be exploring on the effects of music in STEM lessons. Though it may come to a surprise to many people, music from Miley Cyrus and Justin Bieber has helped motivate students and help teachers teach math (Jones & Pearson, 2013).
The idea of using popular culture to encourage STEM education within youth could be related to many learning theories such as Social Learning Theory originated by Albert Bandura, Multiliteracies from the New London Group and of course, the 21st Century Skills. I will delve into more research as to how these learning theories are linked to pop culture seen in movies, tv shows and music and how it will motivate, and assist in developing further understanding in STEM content for the students.
In conclusion, popular culture allows positive outcomes for STEM education and schools should not reject youth culture and think of it as academically unrelatable and socially discreditable (Duncan-Andrade, 2010, p 58). Thus, I will be focusing on the integration of movies, tv shows and music into STEM classrooms and communicate with the readers on the effectiveness and possibilities that they may reflect on and use in their classroom. Popular culture is everywhere and it’s part of our students’ lives. Popular culture is constantly changing and our teaching pedagogy should too.
References:
Burks, D. (2011). “Survivo Math: Using Pop Culture to Enhance Learning Mathematics” Primus: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 21(1), p. 62-71
Duncan-Andrade, J. (2010) “Chapter Four: Your Best Friend or Your Worst Enemy: The Significance of Youth Popular Culture in Education” Counterpoints. 293. p 55-74
Jenkins, H. (2015) “Fan Activism as Participatory Politics: The Case of the Harry Potter Alliance.” DIY Citizenship. Eds. Matt Ratto and Megan Boler. p. 65-73.
Jones, S & Pearson, D. Jr. (2013). “Music: Highly Engaged Students COnnect Music to Math”. National Association for Music Education, 27(1), p. 18-23
Texas instruments; from zombies to superheroes, new "STEM behind hollywood" program from texas instruments turns movie magic into real-world lessons for math and science classrooms. (2013). Journal of Engineering, , 35. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1427839543?accountid=14694
One of the factors that I will explore are the many resources that are available for educators in promoting STEM with the help of Hollywood ideas. For example, Texas Instruments has a program called “STEM Behind Hollywood” whose goal is to excite students into the field of STEM and provide free online math and science classroom activities that teachers can use. These activities help teachers use hollywood topics, such as Zombies, Space, Superheroes and Forensics to connect to math and science content. It should be mentioned to students that when Hollywood Sci-fi movies are being made, they consult The Science and Entertainment Exchange and bring in field experts to incorporate real science into the story and film (Journal of Engineering, 2013).
There has also been much research on the integration of popular culture to enhance learning STEM topics. To help students prepare and review fundamental math concepts; activities based around the popular tv show ‘Survivor’ was used. The results increased understanding, confidence, preparedness and communication skills within the students. (Burks, 2011). I will also be exploring on the effects of music in STEM lessons. Though it may come to a surprise to many people, music from Miley Cyrus and Justin Bieber has helped motivate students and help teachers teach math (Jones & Pearson, 2013).
The idea of using popular culture to encourage STEM education within youth could be related to many learning theories such as Social Learning Theory originated by Albert Bandura, Multiliteracies from the New London Group and of course, the 21st Century Skills. I will delve into more research as to how these learning theories are linked to pop culture seen in movies, tv shows and music and how it will motivate, and assist in developing further understanding in STEM content for the students.
In conclusion, popular culture allows positive outcomes for STEM education and schools should not reject youth culture and think of it as academically unrelatable and socially discreditable (Duncan-Andrade, 2010, p 58). Thus, I will be focusing on the integration of movies, tv shows and music into STEM classrooms and communicate with the readers on the effectiveness and possibilities that they may reflect on and use in their classroom. Popular culture is everywhere and it’s part of our students’ lives. Popular culture is constantly changing and our teaching pedagogy should too.
References:
Burks, D. (2011). “Survivo Math: Using Pop Culture to Enhance Learning Mathematics” Primus: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 21(1), p. 62-71
Duncan-Andrade, J. (2010) “Chapter Four: Your Best Friend or Your Worst Enemy: The Significance of Youth Popular Culture in Education” Counterpoints. 293. p 55-74
Jenkins, H. (2015) “Fan Activism as Participatory Politics: The Case of the Harry Potter Alliance.” DIY Citizenship. Eds. Matt Ratto and Megan Boler. p. 65-73.
Jones, S & Pearson, D. Jr. (2013). “Music: Highly Engaged Students COnnect Music to Math”. National Association for Music Education, 27(1), p. 18-23
Texas instruments; from zombies to superheroes, new "STEM behind hollywood" program from texas instruments turns movie magic into real-world lessons for math and science classrooms. (2013). Journal of Engineering, , 35. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/1427839543?accountid=14694