scholarly journals Integrated STEM Education in K-12: Theory Development, Status, and Prospects

2020 ◽  
Author(s):  
Bing Wei ◽  
Yue Chen
Keyword(s):  
Stem Education ◽  
Theory Development ◽  
Development Status ◽  
Integrated Stem ◽  
K 12

scholarly journals Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

2021 ◽  
Vol 11 (11) ◽  
pp. 737
Author(s):  
Emily Anna Dare ◽  
Khomson Keratithamkul ◽  
Benny Mart Hiwatig ◽  
Feng Li
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Stem Careers ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
K 12 ◽  
Real World Problems

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction. This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms. Our findings show that all teacher participants viewed STEM education from an integrative perspective that fosters the development of 21st century skills, using real-world problems to motivate students. Our findings also reveal that teachers have varying ideas related to the STEM disciplines within integrated STEM instruction, which could assist teacher educators in preparing high-quality professional development experiences. Findings related to real-world problems, 21st century skills, and STEM careers provide a window into how to best support teachers to include these characteristics into their teaching more explicitly.

scholarly journals The Constructivist Approach to Curriculum Integration of STEM Education

2019 ◽  
Author(s):  
Jessica Patel
Keyword(s):  
Stem Education ◽  
Constructivist Teaching ◽  
Constructivist Approach ◽  
Integrated Stem ◽  
Quantitative Studies ◽  
Educational Challenges ◽  
Integrated Curricula ◽  
Definition Of ◽  
K 12 ◽  
Mathematics And Science

Teachers feel that by integrating a little sprinkle of technology and engineering mixed in mathematics and science is enough to integrate STEM across all four disciplines. This shows how one of the biggest educational challenges for K – 12 STEM education is that few general guidelines or models exist for teachers to follow regarding how to teach using STEM integration approaches in their classroom. This also goes to show how the most common conception of STEM education might be the notion of integration – meaning that STEM is the purposeful integrations of the various disciplines as used in solving real – word problems. Despite the benefits of integrated curricula seem clear, there are barriers that must be negotiated when teachers choose to implement integrated STEM curricula. Therefore, the focus of this literature review will also be on quantitative studies that provide information on teachers continuously using a traditional instruction contradicting the definition of integrated STEM education. To implement effective integrated STEM education, attention has been paid to teachers' using constructivist teaching strategies to implement integrated STEM education that can help students gain interest in STEM subjects.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

scholarly journals THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)

2019 ◽  
Vol 4 (1) ◽  
pp. 300
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Sustainable Development ◽  
Stem Education ◽  
Real World ◽  
Sustainable Development Goals ◽  
After School ◽  
Curriculum Standards ◽  
Global Issues ◽  
Integrated Stem ◽  
Development Goals ◽  
Real World Problems

Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems.  Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’.  Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills.  The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students.   Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315

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