Search

Concerns are growing in many countries, including Ireland, regarding an inadequate number of graduates to meet workforce needs in science, technology, engineering and mathematics (STEM) fields. These graduate deficiencies are the result of low student uptake of STEM subjects and courses at post-primary and tertiary level education. Low uptake is partly a consequence of negative student attitudes towards STEM. Many students are losing interest in STEM at an early age due to an inability to see any relevance in their everyday lives. In light of such concerns, a Saturday afternoon club entitled "Trinity Walton Club" (TWC) was established in Trinity College Dublin with the purpose of uniting like-minded students to express, shape, inform and grow their interest in STEM. This club attempted to 'bring STEM to life' through thought-provoking content, real world problems, contextualised analogies and projects. This paper describes the background to the TWC, reviews the literature around promoting student interest in STEM and examines initial feedback from participants in the pilot year of the club. The findings of this preliminary study indicate that the TWC has the potential to promote interest in STEM. Many of the recommendations from the literature review about promoting interest in STEM were referred to by participants in their responses.

Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.

Students with intellectual disability (ID) have to overcome many barriers and difficulties in order to access all levels of education and partake in college life. Thankfully, educational institutes around the globe are slowly beginning to examine how they can support equal rights of individuals with ID. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and realises the important role that numeracy plays in today's society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

As an emerging field of theory, research, and practice, STEAM (Science, Technology, Engineering, Arts, and Mathematics) has received attention for its efforts to incorporate the arts into the rubric of STEM (Science, Technology, Engineering, and Mathematics) learning. In particular, many informal educators have embraced it as an inclusive and authentic approach to engaging young people with STEM. Yet, as with many nascent fields, the conceptualization and usage of STEAM is somewhat ambivalent and weakly theorized. On the one hand, STEAM offers significant promise through its focus on multiple ways of knowing and new pathways to equitable learning. On the other hand, it is often deployed in theory, pedagogy, and practice in ambiguous or potentially problematic ways toward varying ends. This paper attempts to disentangle some of the key tensions and contradictions of the STEAM concept as currently operationalized in educational research, policy, and practice. We pay particular attention to the transformative learning potential supported by contexts where STEAM is conceptualized as both pedagogical and mutually instrumental. That is, neither STEM nor arts are privileged over the other, but both are equally in play. We link the possibilities suggested by this approach to emerging theories for understanding how designing for and surfacing epistemic practices linked to the relevant disciplines being integrated into STEAM programs may point the way toward resolving tensions in inter- and transdisciplinary learning approaches.

An introduction is presented in which the author discusses articles within the issue on topics including the intersection of citizen science and science communication, stakeholder-centric approaches and communication strategies used across citizen science projects, and innovation, resilience and expansion in citizen science approaches.

Science and mathematics education in Ireland is facing an increasing number of challenges due to economic and social change. Some of these challenges mirror international trends while others are unique to the Irish education system. In order to meet the demands that are being placed on science and mathematics education in Ireland at post-primary level, the time might be right for the implementation and support of university-based interventions. This paper describes an inquiry-based learning intervention for post-primary students that seek to sustain and nurture student interest in science, technology, engineering and mathematics. The intervention is an example of how institutions of higher education can support post-primary students by giving them the confidence needed to face the challenges of a 21st century society.

The growth of the Maker Movement has had a profound impact on museum education, particularly in science centers and museums that have established Maker Spaces, Fab Labs, or Tinkering Studios. While this has resulted in new educational practice taking root in these organizations, it has also raised the question of how best to support museum educators tasked with facilitating Maker programs, especially those that are underpinned by theories of learning different to those that may have guided the facilitators' own education. Reflective practice offers a means to address this discrepancy through continuous learning. This paper charts the rise of Making and the need for more reflective practice among museum educators. A facilitator debriefing tool that demonstrates how reflective practice can have a transformative effect on the facilitators of Maker activities is also presented.

The annual Ecsite conference is the largest conference in Europe for people working in science museums, science centers and other science engagement organizations. In 2017, the 28th Ecsite conference was held in Porto, Portugal, from the 15th-17th of June. This review includes a short history of Ecsite and its annual conference as well as critical reflections on the 2017 conference from the perspective of museum educators working in the area of science engagement. A bibliography is included.

European Researchers' Night is an annual celebration of research and its role in European society. It was first held in 2005 and now takes place in up to 300 locations across Europe with the aim of bringing researchers closer to the general public. European Researchers' Night has benefited from more than €40 million in funding from the European Commission over the last decade. With the prospect of further funding being made available in the coming years it is important to determine if that investment is justified. In Ireland, European Researchers' Night is the only event of its kind that collectively opens the doors of laboratories and research centres so that the public and media can spend an evening engaging with researchers and their work. In this paper we describe our evaluation of European Researchers' Night in Ireland. The evaluation reveals the perceptions of European research among different publics and the strengths and weaknesses of European Researchers' Night as a public engagement event.

Science shows provide a method of introducing large public audiences to physics concepts in a nonformal learning environment. While these shows have the potential to provide novel means of educational engagement, it is often difficult to measure that engagement. We present a method of producing an interactive physics show that seeks to provide effective and measurable audience engagement. We share our results from piloting this method at a leading music and arts festival as well as a science festival. This method also facilitated the collection of opinions and feedback directly from the audience which helps explore the benefits and limitations of this type of nonformal engagement in physics education.

Objective: To investigate the results of cochlear implantation in subjects with neurofibromatosis type 2 (NF2) and bilateral vestibular schwannomas (VS). Study Design: Retrospective case series. Setting: University-based tertiary referral center. Subjects: Five subjects with NF2 and severe-to-profound sensorineural hearing loss. Intervention: Cochlear implantation. Main Outcome Measure: Surgical outcomes and audiometric performance after cochlear implantation. Results: Five subjects (3 female, 2 male) were included in the study. The mean age at the time of implantation was 54 years old (range 35-78 years). Follow-up after cochlear implantation averaged 38 months (range 21-106 months). In the 5 implanted ears, 2 had no prior treatment, 1 had undergone prior radiation therapy, 1 underwent prior microsurgical removal, and 1 underwent prior microsurgical removal with adjuvant radiation therapy. The mean ipsilateral VS dimensions at time of implantation were 14 mm × 7.2 mm × 6.1 mm (mediolateral × anteroposterior × craniocaudal). Following cochlear implant activation, all 5 subjects achieved sound awareness, open set speech recognition, and 4 continue to be daily users of the devices. Conclusion: Cochlear implantation is a viable hearing rehabilitation option for subjects with NF2 and severe-to-profound sensorineural hearing loss. All subjects reported benefit with their cochlear implant, including open set speech recognition, enhanced lip-reading skills and environmental awareness of sound. Four subjects continued to demonstrate improved open-set speech recognition at the time of their last evaluations. [ABSTRACT FROM AUTHOR]

Museum staff strive to create environments rich in opportunity for visitors to explore their relationship with their heritage, culture, art, or science. Their unique expertise in communicating and creating educational spaces are critical to the field of informal learning. Museum staff possess wide-ranging capabilities across various forms of communication, but many organisations do not employ specialist research staff whose day-to-day work includes writing and publishing in academic journals. Consequently, the academic research that takes place in museums is conducted and published with museum staff, rather than by museum staff. As part of the European science communication project, QUEST, an academic writing group composed of museum staff was established with the goal of creating a handbook to encourage and aid museum professionals in extending their communication skills so that they may convey their work in academic writing and take ownership of how their field is portrayed in the published literature. [ABSTRACT FROM AUTHOR]