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Journal articles on the topic 'STEM Integration'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Ferrada Ferrada, Cristian Andres, Danilo Antonio Díaz Levicoy, and Francisco Javier Carrillo Rosúa. "Integración de las actividades STEM en libros de texto." Revista Fuentes 1, no. 23 (2021): 91–107. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.8878.

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The STEM educational perspective is rising and it s consistent with the competence approach incorporated in educational law. The aim of this work is to analyze to what extent the Primary Education Sciences textbooks in Spain and Chile are aligned with this STEM perspective. Following a content analysis methodology, in the 12 widely disseminated analyzed textbooks, 462 activities were identified. Among them, 164 (less than 50%) are related with, at least, one STEM area. These activities were classified according to the integrated curriculum analysis model, which proposes six ways to approach the integration of an activity.The “linked approach” shows a greater relevance in Spanish (50%) and Chilean textbooks (46%). In adition, the activities were classified according to an adaptation of the environmental education perspective approach. Among 5 existing approaches, the “experiential” (60) and the “praxique” (50) are the most prevalent approaches. The findings reveal the need to increase the relationship among disciplines to achieve a truly integrated STEM approach.

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Kaushik, Gaurav, Jeroen Leijten, and Ali Khademhosseini. "Concise Review: Organ Engineering: Design, Technology, and Integration." STEM CELLS 35, no. 1 (October 25, 2016): 51–60. http://dx.doi.org/10.1002/stem.2502.

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Grund, Nadja, Patrick Maier, Uwe Appelt, Heike Allgayer, Frederik Wenz, W. Jens Zeller, Stefan Fruehauf, and Stefanie Laufs. "Impact of Chemoselective Pressure on Integration Site Patterns of Lentivirally Transduced Human Hematopoietic Stem Cells." Blood 112, no. 11 (November 16, 2008): 4622. http://dx.doi.org/10.1182/blood.v112.11.4622.4622.

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Abstract Hematologic side effects of cancer chemotherapy like myelosuppression are frequently dose-limiting. Lentiviral gene therapy with cytostatic drug resistance gene transfer to human hematopoietic stem cells (CD34+) is a promising approach to overcome this problem. In this context it is of interest if chemotherapy mediated selection has an impact on lentiviral integration site patterns of transduced hematopoietic stem cells (CD34+). Concerning this issue, human CD34+ cells transduced with a lentiviral self-inactivating (SIN) vector encoding MGMTP140K (the O6-BG resistant mutant of O6-methylguanine- DNA methyltransferase) were in vitro treated with the alkylating agent BCNU. For integration site analysis LM-PCR was performed and integration patterns of the treated and untreated CD34+ cells were analyzed and compared with an in silico set of 106 random integrations. We found different integration preferences of the lentiviral vector between either the treated (82 integrations) or the untreated (30 integrations) CD34+ cells and the in silico set: both groups showed chromosomal preferences, a significant bias for integrations in genes (74,4% in the treated, respectively 70% in the untreated to 40% in the in silico group), especially by favouring introns, a random integration distribution regarding transcription start sites (TSS), and most importantly no significant differences concerning the number of integrations in or near cancer genes. Concerning all integration characteristics we could not find significant differences when comparing the untreated with the treated group. In conclusion, the general distribution of lentiviral integrations in either untreated or treated human CD34+ cells showed no distinct differences between both groups but significant differences compared to the in silico integration set. These results suggest that chemoselection of cells lentivirally overexpressing a specific chemoresistence gene might not influence the integration pattern. Therefore chemotherapy pressure seems not to hamper the safety of lentiviral vectors in gene transfer studies.

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Steele, Astrid, and Elizabeth L. Ashworth. "Emotionality and STEAM Integrations in Teacher Education." Journal of Teaching and Learning 11, no. 2 (February 26, 2018): 11–25. http://dx.doi.org/10.22329/jtl.v11i2.5058.

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The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors’ ArtScience integration project for teacher candidates (TCs) is described, and elicits the following questions: do teacher candidates (TCs) exhibit emotions directly related to the ArtScience integration project? If so, what are those emotions? How do those emotions connect with the TCs’ perceptions of integration? Anecdotal evidence and collected data in the form of reflection papers are analyzed and discussed. The authors suggest that STEAM integrations take into account the importance of emotion in multidisciplinary teaching and learning.

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Goldner, Jakob, Todd R. Kelley, and Jeffrey D. Holland. "Insects as Tools for STEM Integration." American Entomologist 67, no. 2 (June 1, 2021): 52–59. http://dx.doi.org/10.1093/ae/tmab026.

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An, Shuhua. "The impact of STEAM integration on preservice teachers' disposition and knowledge." Journal of Research in Innovative Teaching & Learning 13, no. 1 (May 22, 2020): 27–42. http://dx.doi.org/10.1108/jrit-01-2020-0005.

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PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

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7

Song, Jeong-Beom, Soo-Bum Shin, and Tae-Wuk Lee. "A Study on Effectiveness of STEM Integration Education Using Educational Robot." Journal of the Korea Society of Computer and Information 15, no. 6 (June 30, 2010): 81–89. http://dx.doi.org/10.9708/jksci.2010.15.6.081.

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8

Karahan, Engin, Sedef CANBAZOĞLU Bilici, and Aycin Ünal. "Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education." Eurasian Journal of Educational Research 15, no. 60 (September 1, 2015): 221–40. http://dx.doi.org/10.14689/ejer.2015.60.15.

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Maarouf, Saoussan A. "Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum." World Journal of Education 9, no. 4 (August 24, 2019): 83. http://dx.doi.org/10.5430/wje.v9n4p83.

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English Language Learners (ELLs) in the U.S. have recently received growing attention in educational researchbecause of their struggle in academic performance, especially after the launch of the Common Core State Standards(CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests inEnglish language regardless of their proficiency level in reading. Despite increased focus and resources ofimplementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strongevidence that ELL students do not attain commensurate performance when compared to their nativeEnglish-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, therehas been much discussion in the educational field that the acronym STEAM should be further evolved into STREAMby integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Readingcurriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practicalclassroom strategies for classroom teaching and instruction are discussed.

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West, Emma L., Anai Gonzalez-Cordero, Claire Hippert, Fumitaka Osakada, Juan Pedro Martinez-Barbera, Rachael A. Pearson, Jane C. Sowden, Masayo Takahashi, and Robin R. Ali. "Defining the Integration Capacity of Embryonic Stem Cell-Derived Photoreceptor Precursors." STEM CELLS 30, no. 7 (June 18, 2012): 1424–35. http://dx.doi.org/10.1002/stem.1123.

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Biffi, Alessandra, Cynthia C. Bartolomae, Daniela Cesana, Natalie Cartier, Patrik Aubourg, Marco Ranzani, Martina Cesani, et al. "Lentiviral vector common integration sites in preclinical models and a clinical trial reflect a benign integration bias and not oncogenic selection." Blood 117, no. 20 (May 19, 2011): 5332–39. http://dx.doi.org/10.1182/blood-2010-09-306761.

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AbstractA recent clinical trial for adrenoleukodystrophy (ALD) showed the efficacy and safety of lentiviral vector (LV) gene transfer in hematopoietic stem progenitor cells. However, several common insertion sites (CIS) were found in patients' cells, suggesting that LV integrations conferred a selective advantage. We performed high-throughput LV integration site analysis on human hematopoietic stem progenitor cells engrafted in immunodeficient mice and found the same CISs reported in patients with ALD. Strikingly, most CISs in our experimental model and in patients with ALD cluster in megabase-wide chromosomal regions of high LV integration density. Conversely, cancer-triggering integrations at CISs found in tumor cells from γretroviral vector–based clinical trials and oncogene-tagging screenings in mice always target a single gene and are contained in narrow genomic intervals. These findings imply that LV CISs are produced by an integration bias toward specific genomic regions rather than by oncogenic selection.

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12

Stohlmann, Micah. "STEM Integration for High School Mathematics Teachers." Journal of Research in STEM Education 6, no. 1 (July 27, 2020): 52–63. http://dx.doi.org/10.51355/jstem.2020.71.

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The discipline of mathematics in science, technology, engineering, and mathematics (STEM) integration has not yet been consistently connected in a clear way for a large amount of high school mathematics teacher to implement STEM integration well. In response to this I have proposed a focus on integrated steM education; the integration of STEM subjects with an explicit focus on mathematics. There are benefits to integrated steM education in a mathematics classroom including increased motivation, interest, and achievement for students. Integrated steM integration can also prepare students with the needed proficiencies and knowledge bases to be productive and impactful members of society. This article discusses three methods that high school mathematics teachers can utilize for integrated steM education. By focusing on open-ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology high school students are more likely to see mathematics as meaningful and valuable. Examples of each method are discussed along with common instructional elements among the methods.

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Kubat, Ulaş. "The integration of STEM into science classes." World Journal on Educational Technology: Current Issues 10, no. 3 (July 17, 2018): 165–73. http://dx.doi.org/10.18844/wjet.v10i3.3557.

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The aims of this study are to reveal how science teachers integrate science, technology, engineering and mathematics (STEM) in their lessons and their opinions regarding the advantages and disadvantages they have identified while integrating STEM in their lessons, as well as what kind of difficulties they encounter in the implementation process. For this purpose, a semi-structured interview form was developed and qualitative research method was used. STEM is based on a holistic and interdisciplinary approach to the four disciplines rather than the independent teaching of these four disciplines. The study group comprises 12 science teachers in the province of Mugla in the 2017–2018 academic year. Research findings show that science teachers generally have a positive attitude towards using STEM-based activities but are not able to implement STEM-based activities in an appropriate, complete and accurate way because of difficulties in terms of ‘physical conditions’ and ‘time management’. Teachers stated that STEM education encourages students to do research.

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Akhundova, Aynur. "Modern education and integration into STEM + A." Azerbaijan Journal of Educational Studies 4, no. 4 (2020): 7–16. http://dx.doi.org/10.29228/edu.342.

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서지영. "Integration of Language and Content Revisited Based on the TV Series NCIS." STEM Journal 16, no. 2 (May 2015): 103–21. http://dx.doi.org/10.16875/stem.2015.16.2.103.

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Shou, Yan, John Gray, Brian A. Agricola, Zhijun Ma, Derek A. Persons, and Brian P. Sorrentino. "Retroviral Vector Integration Site Analysis in Rhesus Macaques Transplanted with Hematopoietic Stem Cells Transduced with Simian Immunodeficiency Virus Vectors." Blood 108, no. 11 (November 16, 2006): 3255. http://dx.doi.org/10.1182/blood.v108.11.3255.3255.

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Abstract Lentiviral vectors derived from the Simian Immunodeficiency Virus (SIV) mediate relatively efficient transduction of hematopoietic stem cells (HSCs) from rhesus macaques. While integration sites associated with onco-retroviral vectors have been extensively studied in primate transplantation experiments, much less in known about lentiviral vector integration site patterns. The existing literature is limited to one report showing that SIV vectors have a distinctive genomic integration pattern compared with onco-retroviral vectors (Hematti et al 2004). Here we report our results mapping 263 integration sites for SIV vectors in an autologous rhesus macaque transplantation model. Two SIV vectors were used that expressed either MGMT-P140K alone or MGMT-P140K together with HOXB4 from an internal MSCV promoter. Two rhesus macaques were transplanted with autologous CD34+ cells, half of which were transduced with the MGMT vector and half were transduced with MGMT-HOXB4 vector. The first animal was treated with 7 courses of temozolomide and 6-BG which has resulted in selection of transduced cells in vivo, both at the level of myeloid progenitors, and to a lesser degree, in HSCs. A total of 152 integration sites were identified from this animal based on LAM-PCR. Sequence analysis showed a favored preference for integration into transcription units, which comprised 70% of all integrations, with 64% integrations occurring within introns and 6% within exons. The highest density of SIV integration sites per Mbp were on chromosomes 17 and 19 (0.17 and 0.2 respectively). At different time points during drug treatment, multiple clones contributed to hematopoiesis and 24 clones were identified repetitively. The second animal was treated with two courses of TMZ/BG and two courses of BCNU/BG resulting in selection of transduced cells in all lineages. So far, a total of 111 integration sites have been identified in this animal and a similar general integration pattern was observed as seen in the first animal. Integration into transcription units was favored (71%) with 65% occurring within introns and 6% within exons. The three most gene-dense chromosomes 17, 19 and 22 had the highest density of SIV integration sites (0.11, 0.16 and 0.18 respectively). In this animal, 10 out 111 integration sites were identified repetitively during the drug treatments. Vector integrations near previously described oncogenes were identified in both animals (19 out 152 and 11 out of 111 integration sites for each animal respectively). However, no common integration sites (CIS) into a single oncogene were observed and no abnormal hematopoietic proliferation developed in either animal. Moreover, there were no integrations seen within the MDS/Evi locus that has been previously shown to be a CIS for onco-retroviral vectors. Our study shows that the SIV integration pattern is distinctly different from that obtained with murine oncoretroviral vectors and is consistent with the previous study. The lack of integrations within the MDS1/Evi locus represents a potential safety advantage, however further study will be necessary to determine whether the overall propensity for insertional mutagenesis and transformation is decreased. We also show that multiple clones contributed to hematopoiesis before and after MGMT-mediated selection suggesting that this approach is not necessarily associated with restrictions in clonal numbers contributing to hematopoiesis.

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Cheng, Yin Cheong, and Winnie Wing Mui So. "Managing STEM learning: a typology and four models of integration." International Journal of Educational Management 34, no. 6 (March 29, 2020): 1063–78. http://dx.doi.org/10.1108/ijem-01-2020-0035.

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PurposeTo develop a framework for conceptualizing and managing integration in STEM learning, that can help address key issues in its research and implementation worldwide.Design/methodology/approachIntegration in learning is a complicated but not a well-defined concept and therefore it is difficult to illustrate in theory and practice how to conceptualize, manage and implement integrated STEM learning with aims to enhance students' learning effectiveness and multiple-thinking ability. Based on a typology in integrated learning, this article re-conceptualizes integrated STEM learning into a comprehensive framework of three categories, six subcategories and four basic models. With this framework, how to manage integrated STEM learning and related issues in schools for effectiveness are discussed.FindingsAs a typology, integration in STEM learning can be classified as content integration, pedagogical integration and learner integration. They can be further differentiated as six subcategories: subject integration, domain integration, method integration, cognitive integration, SEN integration and diverse ability integration in STEM learning. Depending on the extents of content integration and pedagogical integration, four basic models of integrated learning can be identified in theory and practice. The categories, subcategories and basic models have their own characteristics, strengths and limitations. Strategies are developed to address the characteristics and related key issues of each category of STEM learning.Research limitations/implicationsThe framework may help to analyze the key issues of integrated STEM learning in research and development, such as “Why and what integration in STEM learning is important and necessary in curriculum reforms for the future?”, “How the integrated STEM approach is different from the traditional subject approach?”, “How the STEM learning activities can be integrated and managed effectively for enhancing students' learning effectiveness and multiple thinking capacity?”, and “What key implications can be drawn for managing and implementing STEM learning?”Practical implicationsBased on the proposed typology and models of STEM learning, various strategies of managing STEM are discussed and developed, which will contribute to policy formulation and professional practice of integrated STEM learning locally and internationally.Originality/valueThe proposed typology and models of STEM learning and related new ideas and perspectives will contribute to future research and development in this area locally and internationally.

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Hayakawa, Jun, Matthew Hsieh, Naoya Uchida, Kareem Washington, Oswald Phang, Elizabeth Kang, and John F. Tisdale. "Long-Term Vector Integration Site Analysis Following Retroviral Mediated Gene Transfer to Hematopoietic Stem Cells for the Treatment of HIV Infection." Blood 112, no. 11 (November 16, 2008): 2350. http://dx.doi.org/10.1182/blood.v112.11.2350.2350.

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Abstract We previously reported the efficacy of nonmyeloablative allogeneic transplantation in 2 HIV positive recipients, one of whom received retrovirus transduced hematopoietic stem cells to confer resistance to HIV (Blood. 2002; 99:698–701). Half of the donor cells were genetically modified with a Moloney murine leukemia virus (MoMLV) based HIV resistance vector containing a transdominant negative mutant Rev (TdRev) (2.58×10e8 cells) or a control vector MoMLV based vector encoding GP91phox (4.04×10e8 cells). Here we report an assessment of retroviral integration sites recovered out to 3 years post-transplantation. We identified 213 unique retroviral integration sites (RISs) from the patient’s peripheral blood samples myeloid and lymphoid cells from 1 to 36 months after reinfusion of genetically modified CD34+ cells by linear amplification-mediated PCR (LAM-PCR). While overall vector integration patterns were similar to that previously reported, only 3.75% of RISs were common among early (up to 3 months) and late samples (beyond 1 year). This low percentage of overlap offers further evidence that the early phase of hematopoiesis after transplantation derives primarily from short-term repopulating cells. Additionally, we identified 14 common integration sites (CISs). Interestingly, common integration sites were enriched among late samples; 14.9% of early RISs were CISs vs. 36.8% late. A total of 3 RISs were found near or within known oncogenes, but 2 (Integrin alpha 9 [ITGA9] and ADP-ribosylation factor-like 11 [ARL11]) were limited to early time points. An integration site near the MDS1 gene was detected in a late follow-up sample by LAM-PCR. We confirmed the integration site near the MDS1 gene by PCR with integration site-specific primers amplifying the region between the 3’-LTR of the provirus and the MDS1 locus. The MDS1 integration was not detected in early, but became detectable at all time points from 6 months to 3 years post transplant from both lymphoid and myeloid populations. Q-PCR using an integration specific Taqman probe was utilized to assess the level of clonal contribution to hematopoiesis from the clone containing the MDS1 RIS. The overall contribution of the MDS1 integrated clone remained stable during followup. Given an overall gene marking level of 0.001-0.01% with an MDS1 marking level estimated at 0.00001% in the follow up samples, the frequency of the MDS1 integrated clone is predicted to be 1/1000 marked LT-HSCs. We infused an estimated 1324 transduced LT-HSCs based upon cell dose, transduction efficiency and an estimated LT-HSC frequency of 5 per 10e3 CD34+ cells. The single integration in MDS1 in the context of non-LT-HSC limited hematopoiesis may thus account for the stability observed over time. In summary, the pattern of contribution by genetically modified cells is distinct between the early and late phase post transplantation and emphasizes the importance of long-term studies to assess the risk of integrating vectors. Additionally, the enrichment for CISs in the late phase supports the concept that integrations in the LT-HSCs favors genes that may be involved in “stemness”. Furthermore, integrations in or near putative oncogenes are likely insufficient alone as a cause of oncogenesis. Finally, LT-HSC dose may be an important determinant of the risk of integrating vectors in the context of HSC gene transfer.

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AlMuraie, Eman A., Norah A. Algarni, and Nidhal Sh Alahmad. "UPPER-SECONDARY SCHOOL SCIENCE TEACHERS’ PERCEPTIONS OF THE INTEGRATING MECHANISMS AND IMPORTANCE OF STEM EDUCATION." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 546–57. http://dx.doi.org/10.33225/jbse/21.20.546.

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This study aimed to recognize upper-secondary school science teachers’ perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers’ perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers’ perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers’ perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers’ perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM’s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application. Keywords: integration mechanisms, science teachers, STEM education, teachers’ perceptions, upper secondary school

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Ryu Do Hyung. "Revisiting the integration of content and language: With a focus on free translation activities." STEM Journal 16, no. 3 (August 2015): 67–86. http://dx.doi.org/10.16875/stem.2015.16.3.67.

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Montini, Eugenio, Daniela Cesana, Manfred Schmidt, Francesca Sanvito, Maurilio Ponzoni, Lucia Sergi Sergi, Fabrizio Benedicenti, et al. "Modeling the Genotoxicity of Viral Vector Integration in a Tumor Prone Hematopoietic Stem Cell Transplantation Model." Blood 108, no. 11 (November 16, 2006): 451. http://dx.doi.org/10.1182/blood.v108.11.451.451.

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Abstract Insertional mutagenesis represents a major hurdle to successful gene therapy and mandates for sensitive pre-clinical assays of genotoxicity. Cdkn2a−/ − mice are defective for p53 and Rb pathways, and are susceptible to a broad range of cancer-triggering genetic lesions. We developed an in-vivo genotoxicity assay, based on transplantation of Cdkn2a−/ − hematopoietic stem cells (HSCs), treated or not with prototypical retroviral (RV) and lentiviral (LV) vectors. In our rationale if RV or LV treatment is genotoxic, transplanted mice will show a significantly earlier tumor onset. Using this approach, we detected a dose-dependent acceleration in tumor onset in the mice transplanted with RV treated cells. We compared the RV and LV integration site distribution in pre-transplant cells and tumors from the transplanted mice. As expected, RV integrates close to gene promoters in pre-transplant cells and tumors. Moreover, we found that RV preferentially targeted genes encoding for transcription factors, kinases and genomic positions previously described as Common Integration Sites (CIS). CIS are genomic regions targeted at high frequency in tumors by retroviral integrations and probably map within or close to proto-oncogenes activated upon integration. Interestingly, in tumors, RV insertions at CIS and cell cycle genes were further enriched and associated to early lymphomagenesis. Remarkably, LV tested in the same conditions, did not show any tumor acceleration, and targeted CIS much less frequently than RV in pre-transplant cells or tumors, and did not show selection for integrations at any specific gene class. This is the first evidence that prototypic LV have low oncogenic potential, and provides a major rationale for their application to HSC gene therapy. To dissect the role in lymphomagenesis of the strong enhancers in the RV LTRs and the different integration site selection of each vector, we tested an RV with enhancer deleted LTRs (SIN RV) and a moderate promoter in internal position, an LV with a strong RV-like enhancer-promoter into the LTRs or in internal position. Our results show that: SIN RV shows reduced effect on lymphomagenesis acceleration with respect the conventional RV; LV with RV like LTRs treatment significantly accelerates lymphomagenesis, underlining important role of RV-LTRs in oncogenesis; LV with RV-like enhancer in internal position show a reduced genotoxicity. These data show that the type of genetic elements used (strong enhancers or moderate promoter) and their position in the vector genome (LTR or internal positions) significantly influence the vector safety profile. We are currently mapping the integration sites in pre-transplant cells and tumors marked by each vector to identify the genes targeted by the integrations and elucidate the potential mechanism of deregulation. The described model provide an important tool to compare the risk of insertional mutagenesis of different integrating vectors and provides a platform to test different vector types, designs and safety improvements.

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Brown-Perry, Alsian, and Linda Stewart-Doman. "STEM Integration Initiatives of the Caribbean Examinations Council." Journal of Education and Development in the Caribbean 18, no. 1 (June 2019): 226–33. http://dx.doi.org/10.46425/j081801t831.

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Stohlmann, Micah, Tamara J. Moore, J. McClelland, and Gillian H. Roehrig. "Impressions of a Middle Grades STEM Integration Program." Middle School Journal 43, no. 1 (September 2011): 32–40. http://dx.doi.org/10.1080/00940771.2011.11461791.

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Hofmann, Marie-Claude C. "Signal Integration Within the Spermatogonial Stem Cell Niche." Biology of Reproduction 78, Suppl_1 (May 1, 2008): 234. http://dx.doi.org/10.1093/biolreprod/78.s1.234c.

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Eggenschwiler, Reto, and Tobias Cantz. "Induced pluripotent stem cells generated without viral integration." Hepatology 49, no. 3 (February 25, 2009): 1048–49. http://dx.doi.org/10.1002/hep.22827.

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Stadtfeld, M., M. Nagaya, J. Utikal, G. Weir, and K. Hochedlinger. "Induced Pluripotent Stem Cells Generated Without Viral Integration." Science 322, no. 5903 (November 7, 2008): 945–49. http://dx.doi.org/10.1126/science.1162494.

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Good, M. J., C. Mummery, and S. W. de Laat. "Integration of embryonic stem cells into murine embryos." Cell Differentiation and Development 27 (August 1989): 143. http://dx.doi.org/10.1016/0922-3371(89)90440-1.

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Prabyai, Suebpong, and Khukrit Silalaiy. "A study of STEM education’s integration in vocational school teacher’s instruction guidelines." E3S Web of Conferences 210 (2020): 18057. http://dx.doi.org/10.1051/e3sconf/202021018057.

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This research aims to (1) study the problems with integrating Science, Technology, Engineering and Mathematics (STEM) education into teaching by vocational college teachers and (2) to determine the most appropriate method for applying STEM education to teaching by vocational college teachers. The sample for this study was 400 vocational college teachers affiliated with the Office of the Vocational Education Commission, Bangkok, chosen using the technique of simple random sampling. The research instruments included a questionnaire on the problems with integrating STEM education into teaching by vocational college teachers and the demands of such integration, with a reliability of .945. The statistical methods included mean, standard deviation, and content analyses of focus group discussions. The results showed that (1) the problems with integrating STEM education into teaching by vocational college teachers related to four aspects: content, operational skills, learning activities, and an application of practical knowledge at high levels and (2) the most appropriate method of applying STEM education to teaching by vocational college teachers should include encouraging teachers to incorporate lesson content of STEM education which allows the learners to think reasonably and logically, while improving their ability to seek knowledge and solve problems systematically. Teaching and learning activities should also focus on 21st century skills and how to integrate those skills into knowledge gained from STEM education so that it benefits society in practical ways.

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Kim, Youngmoo E., Brandon G. Morton, Jeff Gregorio, David S. Rosen, Kareem Edouard, and Richard Vallett. "Enabling creative collaboration for all levels of learning." Proceedings of the National Academy of Sciences 116, no. 6 (February 4, 2019): 1878–85. http://dx.doi.org/10.1073/pnas.1808678115.

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A potential path for enabling greater creativity and collaboration is through increased arts and science, technology, engineering, and mathematics (STEM) integration in education and research. This approach has been a growing discussion in US national forums and is the foundation of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movement. Developing authentic artistic integrations with STEM fields (or vice versa) is challenging, particularly in higher education, where traditional disciplinary structures and incentives can impede the creation of integrated programs. Measuring and assessing the outcomes of such integration efforts can be even more challenging, since traditional metrics do not necessarily capture new opportunities created for students and faculty, and the greatest impact may occur over a long period (a career). At Drexel University, we created the Expressive & Creative Interaction Technologies (ExCITe) Center as a standalone institute to pursue and enable such transdisciplinary arts–STEM collaborations, particularly with external arts and education partners. In this perspectives paper, we highlight a range of projects and outcomes resulting from such external collaborations, including graduate research with professional artists, undergraduate student work experiences, and STEAM-based education programs for kindergarten through 12th-grade (K-12) students. While each project has its own specific objectives and outcomes, we believe that they collectively demonstrate this integrated transdisciplinary approach to be impactful and potentially transformative for all levels of learning.

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Gepstein, Lior, Chunhua Ding, Dolkun Rehemedula, Emily E. Wilson, Lior Yankelson, Oren Caspi, Amira Gepstein, Irit Huber, and Jeffery E. Olgin. "In Vivo Assessment of the Electrophysiological Integration and Arrhythmogenic Risk of Myocardial Cell Transplantation Strategies." STEM CELLS 28, no. 12 (December 2010): 2151–61. http://dx.doi.org/10.1002/stem.545.

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Aydeniz, Mehmet, and Kader Bilican. "The Impact of Engagement in STEM Activities on Primary Preservice Teachers’ Conceptualization of STEM and Knowledge of STEM Pedagogy." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 213–34. http://dx.doi.org/10.51355/jstem.2018.46.

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The purpose of current study was to explore the weaknesses and strengths in pre-service primary teachers’ (PST) conceptualization of STEM and their knowledge of STEM pedagogy after engaging in integrated STEM (science, technology, mathematics and engineering) activities for one semester. The course activities emphasized concepts related to engineering design process, the interrelatedness of STEM subjects, inquiry and problem solving. The integrated STEM activities were implemented for six weeks. Data were collected through a questionnaire, reflection papers, semi-structured interviews with a sub set of participants (n=8/20). Results show that engaging students in immersive STEM activities helped PSTs develop foundational knowledge regarding STEM, engineering design and STEM pedagogy, which they could built on later to more effectively teach through STEM integration. Discussion focuses on how PSTs and practicing teachers can be supported through sustained professional development for STEM integration pedagogy.

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Henriksen, Danah, and Punya Mishra. "Of Metaphors and Molecules: Figurative Language Bridging STEM and the Arts in Education." Leonardo 53, no. 3 (May 2020): 316–20. http://dx.doi.org/10.1162/leon_a_01607.

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STEM education in the United States is often described as being in a downward spiral, when assessed by competency test scores and lack of student motivation for engaging STEM disciplines. The authors suggest this arises from an overly instrumental view of STEM. While STEAM has arisen as a pushback paradigm, the application of STEAM in schools is challenging, and educators are often unclear about connecting STEM and the arts. The authors suggest envisioning STEAM through natural disciplinary interconnections. They focus on the integration of language arts and figurative thinking to blur the boundaries of STEM and the arts, and offer examples of figurative language—such as metaphor, linguistic etymology and synecdoche—for framing STEM teaching and learning.

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Deák, Csaba, Baibhaw Kumar, István Szabó, Gábor Nagy, and Szabolcs Szentesi. "Evolution of New Approaches in Pedagogy and STEM with Inquiry-Based Learning and Post-Pandemic Scenarios." Education Sciences 11, no. 7 (June 26, 2021): 319. http://dx.doi.org/10.3390/educsci11070319.

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In the last ten years, pedagogy has been evolving rapidly in terms of teaching approaches. This study is an attempt to analyze the recently developed novel pedagogy models. STEM integration and classroom engagement are primary approaches in pedagogy in recent times. The article aims to provide educators with some analytical tools to complement the modernization of STEM pedagogy. Integration flow and skill-set balancing, along with matrix analysis, are projected to be efficient solutions for evolved pedagogy. A novel PESTLE model is framed for tackling the changes in pedagogies during pandemics and emergencies. Inquiry-based learning can foster and accelerate the cause of integrating subjects in STEM pedagogy. In addition, the article discusses the post-pandemic scenario of pedagogy in the education system as a whole.

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Suwarma, I. R., and Y. Kumano. "Implementation of STEM education in Indonesia: teachers’ perception of STEM integration into curriculum." Journal of Physics: Conference Series 1280 (November 2019): 052052. http://dx.doi.org/10.1088/1742-6596/1280/5/052052.

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Bajuri, Mohd Razip, Siti Mistima Maat, and Lilia Halim. "The Sustainability of Stem Integration Knowledge Concept Among Malaysian Scientists." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1282–91. http://dx.doi.org/10.1166/jctn.2020.8802.

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In today’s educational scenario, STEM integration has becoming a panacea for addressing the global technological revolution. With the United States of America as the pioneer in this disciplinary integration paradigm, many countries are trying to embrace STEM integration approach in their respective educational system. Disciplinary integration approach is a complex approach yet offers many advantages in enhancing students’ interest in STEM-based careers. However, it also brings some hindrances such as the collation of each discipline to function and how this should be implemented without losing each of the disciplines. Based on this concern, the approach complexities were viewed in relation to the STEM knowledge (ontology), ways of STEM learning (epistemology) and STEM values (axiology). Since STEM implementation in Malaysian education system is still in the infancy stage, various aspects need to be taken into account rather than just literally adapting the commonly perceived concept. The exploration of STEM integration knowledge concept was done by applying phenomenological case study approach. Seven scientists from multi-disciplinary research practices participated in this study by sharing their experiences through semi-structured interviews, observations, written articles and biographies. By applying grounded theory strategy analysis, four sustainable STEM knowledge concepts emerged. Overall findings suggest that STEM integration knowledge concept is crucial and may assist in facing the new industrial revolution for Malaysia.

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Arzaghi, Hamidreza, Bashir Adel, Hossein Jafari, Shaghayegh Askarian-Amiri, Amin Shiralizadeh Dezfuli, Abolfazl Akbarzadeh, and Hamidreza Pazoki-Toroudi. "Nanomaterial integration into the scaffolding materials for nerve tissue engineering: a review." Reviews in the Neurosciences 31, no. 8 (November 18, 2020): 843–72. http://dx.doi.org/10.1515/revneuro-2020-0008.

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AbstractThe nervous system, which consists of a complex network of millions of neurons, is one of the most highly intricate systems in the body. This complex network is responsible for the physiological and cognitive functions of the human body. Following injuries or degenerative diseases, damage to the nervous system is overwhelming because of its complexity and its limited regeneration capacity. However, neural tissue engineering currently has some capacities for repairing nerve deficits and promoting neural regeneration, with more developments in the future. Nevertheless, controlling the guidance of stem cell proliferation and differentiation is a challenging step towards this goal. Nanomaterials have the potential for the guidance of the stem cells towards the neural lineage which can overcome the pitfalls of the classical methods since they provide a unique microenvironment that facilitates cell–matrix and cell–cell interaction, and they can manipulate the cell signaling mechanisms to control stem cells’ fate. In this article, the suitable cell sources and microenvironment cues for neuronal tissue engineering were examined. Afterward, the nanomaterials that impact stem cell proliferation and differentiation towards neuronal lineage were reviewed.

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Briggs, James A., Jane Sun, Jill Shepherd, Dmitry A. Ovchinnikov, Tung-Liang Chung, Sam P. Nayler, Li-Pin Kao, et al. "Integration-Free Induced Pluripotent Stem Cells Model Genetic and Neural Developmental Features of Down Syndrome Etiology." STEM CELLS 31, no. 3 (February 25, 2013): 467–78. http://dx.doi.org/10.1002/stem.1297.

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Winkler, Thomas, Amy Cantilena, Jean-Yves Métais, Xiuli Xu, Anh-Dao Nguyen, Bhavesh Borate, Jessica E. Antosiewicz-Bourget, Tyra G. Wolfsberg, James A. Thomson, and Cynthia E. Dunbar. "No Evidence for Clonal Selection Due to Lentiviral Integration Sites in Human Induced Pluripotent Stem Cells." STEM CELLS 28, no. 4 (February 17, 2010): 687–94. http://dx.doi.org/10.1002/stem.322.

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Sultanov, Rinat, Olga Lebedeva, Georgij Arapidi, Maria Lagarkova, and Sergei Kiselev. "Methylation profile of induced pluripotent stem cells generated by integration and integration-free approaches." Data in Brief 17 (April 2018): 662–66. http://dx.doi.org/10.1016/j.dib.2018.01.061.

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Farenga, Stephen J., Daniel Ness, and Michael Hutchinson. "Discussion of Animal Stem Cells in the Classroom." American Biology Teacher 77, no. 6 (August 1, 2015): 405–12. http://dx.doi.org/10.1525/abt.2015.77.6.405.

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Learning about stem cells within the context of treating pet illness or injury is an additional way for teachers to discuss the integration of science, technology, and veterinary medicine. We explain how practitioners in veterinary medicine harvest animal stem cells from adipose (fat) tissue in treating pet illness or injury. Further, we narrate how the veterinarian's approach to pet stem cell therapy demonstrates an important step in technological progress in science, one that may lead to medical advances for humans.

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Saratapan, Narumon, Sasithep Pitiporntapin, and Lisa M. Hines. "Enhancing Pre-Service Teachers’ Integration of STEM Education into Home Economics Lessons Through A Professional Development Program." International Education Studies 12, no. 8 (July 29, 2019): 11. http://dx.doi.org/10.5539/ies.v12n8p11.

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This research was aimed to assess whether a newly developed professional development (PD) program enhances STEM-based teaching practices among pre-service home economics teachers. The activities in this PD program were divided into three parts: knowledge about STEM education, lesson plan development, and implementation of STEM-based lessons. Using three pre-service home economics teachers as case studies, data were collected throughout the PD program from group discussions, observations, interviews, and review of documentation. Data were analyzed using content analysis. The findings demonstrated that the pre-service teachers gained more confidence with integrating STEM education into their lesson plans as a result of the PD program. In addition, they were able to link content about home economics to other disciplines. This integration provided more opportunities for students to test their own ideas, ask questions, and apply 21st century skills. STEM knowledge, school context, students’ learning style, and time constraints were identified as the main factors that impacted their teaching practices. Results from this study provides insight on how to better prepare teachers outside of the STEM disciplines with integrating STEM content into their teaching practices and provides a framework for future research.

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Zhou, Liang, Wei Wang, Yongqing Liu, Juan Fernandez de Castro, Toshihiko Ezashi, Bhanu Prakash V. L. Telugu, R. Michael Roberts, Henry J. Kaplan, and Douglas C. Dean. "Differentiation of Induced Pluripotent Stem Cells of Swine into Rod Photoreceptors and Their Integration into the Retina." STEM CELLS 29, no. 6 (May 23, 2011): 972–80. http://dx.doi.org/10.1002/stem.637.

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Lou, Shi-Jer, Huei-Yin Tsai, Kuo-Hung Tseng, and Ru-Chu Shih. "Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students." International Journal of Distance Education Technologies 12, no. 1 (January 2014): 52–73. http://dx.doi.org/10.4018/ijdet.2014010104.

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This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

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Siverling, Emilie A., Elizabeth Suazo‐Flores, Corey A. Mathis, and Tamara J. Moore. "Students' use of STEM content in design justifications during engineering design‐based STEM integration." School Science and Mathematics 119, no. 8 (December 2019): 457–74. http://dx.doi.org/10.1111/ssm.12373.

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Ryu, Minjung, Nathan Mentzer, and Neil Knobloch. "Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation." International Journal of Technology and Design Education 29, no. 3 (June 27, 2018): 493–512. http://dx.doi.org/10.1007/s10798-018-9440-9.

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Boyd, Monica, and Siyue Tian. "Is STEM Education Portable? Country of Education and the Economic Integration of STEM Immigrants." Journal of International Migration and Integration 19, no. 4 (May 30, 2018): 965–1003. http://dx.doi.org/10.1007/s12134-018-0570-4.

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Brosh, Ran, Jon M. Laurent, Raquel Ordoñez, Emily Huang, Megan S. Hogan, Angela M. Hitchcock, Leslie A. Mitchell, et al. "A versatile platform for locus-scale genome rewriting and verification." Proceedings of the National Academy of Sciences 118, no. 10 (March 1, 2021): e2023952118. http://dx.doi.org/10.1073/pnas.2023952118.

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Routine rewriting of loci associated with human traits and diseases would facilitate their functional analysis. However, existing DNA integration approaches are limited in terms of scalability and portability across genomic loci and cellular contexts. We describe Big-IN, a versatile platform for targeted integration of large DNAs into mammalian cells. CRISPR/Cas9-mediated targeting of a landing pad enables subsequent recombinase-mediated delivery of variant payloads and efficient positive/negative selection for correct clones in mammalian stem cells. We demonstrate integration of constructs up to 143 kb, and an approach for one-step scarless delivery. We developed a staged pipeline combining PCR genotyping and targeted capture sequencing for economical and comprehensive verification of engineered stem cells. Our approach should enable combinatorial interrogation of genomic functional elements and systematic locus-scale analysis of genome function.

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Cattoglio, Claudia, Giulia Facchini, Daniela Sartori, Antonella Antonelli, Annarita Miccio, Barbara Cassani, Manfred Schmidt, et al. "Hot spots of retroviral integration in human CD34+ hematopoietic cells." Blood 110, no. 6 (September 15, 2007): 1770–78. http://dx.doi.org/10.1182/blood-2007-01-068759.

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Abstract Insertional oncogenesis is a possible consequence of the integration of gamma-retroviral (RV) or lentiviral (LV) vectors into the human genome. RV common insertion sites (CISs) have been identified in hematopoietic malignancies and in the nonmalignant progeny of transduced hematopoietic stem/progenitor cells (HSCs), possibly as a consequence of clonal selection in vivo. We have mapped a large number of RV and LV integrations in human CD34+ HSCs, transduced in vitro and analyzed without selection. Recurrent insertion sites (hot spots) account for more than 21% of the RV integration events, while they are significantly less frequent in the case of LV vectors. RV but not LV hot spots are highly enriched in proto-oncogenes, cancer-associated CISs, and growth-controlling genes, indicating that at least part of the biases observed in the HSC progeny in vivo are characteristics of RV integration, already present in nontransplanted cells. Genes involved in hematopoietic and immune system development are targeted at high frequency and enriched in hot spots, suggesting that the CD34+ gene expression program is instrumental in directing RV integration. The lower propensity of LV vectors for integrating in potentially dangerous regions of the human genome may be a factor determining a better safety profile for gene therapy applications.

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Mookb, H. W., and P. E. Batsona. "Integration of a Monochromator in the Field Emission STEM." Microscopy and Microanalysis 5, S2 (August 1999): 648–49. http://dx.doi.org/10.1017/s1431927600016561.

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It would be very desirable to obtain EELS at 0. l-0.2eV resolution for bandstructure studies at interfaces and defects. [1,2] It has been possible to build spectrometers that perform in this energy range, but it has been difficult to utilize this resolution, because the energy width of the cold field emission source is about 0.3-0.4 eV for the currents needed to do practical microscopy. [3] Numerical methods have been used to sharpen the spectra, showing unambiguously that EELS spectra would benefit greatly if a higher resolution source were available. [4,5]This situation has led one of us (H.W. Mook) to investigate electron monochromator optical designs which would be compatible with the high brightness and current required by the STEM. [6] This work produced a 4cm long monochromator that can be integrated into the field emission source. As shown in Fig. 1, the monochromator optics includes a field lens formed by deceleration of the electron beam from the 3 KeV extraction energy to about 350 eV inside the monochromator, a short Wien Filter velocity dispersive field, 150nm wide Si energy selecting slits, and an acceleration field lens at the monochromator exit.

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Deng, Hansong, Akos A. Gerencser, and Heinrich Jasper. "Signal integration by Ca2+ regulates intestinal stem-cell activity." Nature 528, no. 7581 (December 2015): 212–17. http://dx.doi.org/10.1038/nature16170.

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