Exploring K-3 Educator Perspectives on STEM Learning

2022 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Esther Ntuli ◽  
Berverly B. Ray
Keyword(s):  
Professional Development ◽  
Project Based Learning ◽  
Future Research ◽  
Elementary Educators ◽  
Stem Learning ◽  
Integrated Stem ◽  
Qualitative Approaches ◽  
Stem Instruction ◽  
And Mathematics ◽  
Analyze Data

Science, technology, engineering, and mathematics (STEM) instruction has become a priority b across the globe in recent years. Elementary educators are seeking ways to integrate STEM in all areas of learning. However, research indicates that most elementary teachers grapple with identifying and using appropriate STEM tools and instructional strategies that teach STEM as an integrated subject. This paper reports on an exploratory study examining the experiences of K-3 teachers (n=26) who contributed to the development of a summer STEM institute. It also examines in greater detail the perceptions of twelve of those participants who participated in the professional development institute. The study used quantitative and qualitative approaches to collect and analyze data. Findings indicate that teachers appreciate the use of inexpensive STEM tools and that they recognize the potential that an integrated STEM project-based learning approach has for young students. Implications for teacher education and professional development are offered along with recommendations for future research.

Culturally-Connected Integrated STEM Instruction

2021 ◽  
pp. 751-769
Author(s):  
Tiffany S. Powell
Keyword(s):  
New York ◽  
Culturally Diverse ◽  
New York State ◽  
Integrative Approach ◽  
Culturally Diverse Students ◽  
Integrated Stem ◽  
The Status ◽  
Stem Instruction ◽  
And Mathematics ◽  
Culturally Connected

This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.

Culturally-Connected Integrated STEM Instruction

2021 ◽  
pp. 119-137
Author(s):  
Tiffany S. Powell
Keyword(s):  
New York ◽  
Culturally Diverse ◽  
New York State ◽  
Integrative Approach ◽  
Culturally Diverse Students ◽  
Integrated Stem ◽  
The Status ◽  
Stem Instruction ◽  
And Mathematics ◽  
Culturally Connected

This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.

An Integrated STEM Professional Development Initiative for Connecting Environmental Education Across Middle and Secondary Mathematics

2021 ◽  
pp. 137-170
Author(s):  
Kimberly Gardner ◽  
Roneisha W. Worthy ◽  
David Glassmeyer
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Teaching Practices ◽  
Secondary Mathematics ◽  
Qualitative Inquiry ◽  
Teaching Approaches ◽  
Integrated Science ◽  
Integrated Stem ◽  
Education Model ◽  
And Mathematics

This chapter reports features of a professional development (PD) initiative and results from its underpinning qualitative inquiry. The researchers designed this initiative using the integrated science, technology, engineering, and mathematics (STEM) education framework to help teachers adapt integrated teaching practices and to make connections. Middle and secondary teachers completed 50 hours of training to enhance their content knowledge, to gain understanding of integrated STEM education, to identify and use resources and manipulatives of integrate STEM lessons, and to create lessons for implementation with their students. Data were collected through interviews, audio-visual recordings, and documents from participants. The findings were (1) framing the PD with the integrated STEM education model supports changes to teaching practices; (2) tasks integrating mathematics with EE are compatible integrations that help teachers adapt integrative teaching approaches; and (3) teachers' EE dispositions towards integration improved after the PD, especially as a component of social justice.

Computing and Engineering in Elementary School: The Effect of Year-long Training on Elementary Teacher Self-efficacy and Beliefs About Teaching Computing and Engineering

2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Peter Jacob Rich ◽  
Brian Jones ◽  
Olga Belikov ◽  
Emily Yoshikawa ◽  
McKay Perkins
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Title I ◽  
Self Efficacy ◽  
Elementary Educators ◽  
Structured Interviews ◽  
Title I School ◽  
Beliefs About Teaching ◽  
And Mathematics ◽  
Entire Faculty

STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education.  However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering.   The purpose of this study was to better understand elementary teachers’ self-efficacy for and beliefs about teaching computing and engineering.  An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers’ self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city.  Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p < .05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely.  A grounded theoretical analysis revealed this difference was likely attributed to each teacher’s level of implementation, background, and willingness to experiment.  We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.

Strengthening STEM Instruction in Schools: Learning From Research

2019 ◽  
Vol 6 (2) ◽  
pp. 236-242
Author(s):  
Kathleen Lynch ◽  
Heather C. Hill ◽  
Kathryn Gonzalez ◽  
Cynthia Pollard
Keyword(s):  
Content Knowledge ◽  
Teacher Collaboration ◽  
Instructional Improvement ◽  
Evidence Base ◽  
Stem Learning ◽  
Policy And Practice ◽  
Pedagogical Content ◽  
Stem Instruction ◽  
Improvement Programs ◽  
And Mathematics

More than half of U.S. children fail to meet proficiency standards in mathematics and science in fourth grade. Teacher professional development and curriculum improvement are two of the primary levers that school leaders and policymakers use to improve children’s science, technology, engineering and mathematics (STEM) learning, yet until recently, the evidence base for understanding their effectiveness was relatively thin. In recent years, a wealth of rigorous new studies using experimental designs have investigated whether and how STEM instructional improvement programs work. This article highlights contemporary research on how to improve classroom instruction and subsequent student learning in STEM. Instructional improvement programs that feature curriculum integration, teacher collaboration, content knowledge, pedagogical content knowledge, and how students learn all link to stronger student achievement outcomes. We discuss implications for policy and practice.

scholarly journals Project-Based Learning to Promote Effective Learning in Biotechnology Courses

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Farahnaz Movahedzadeh ◽  
Ryan Patwell ◽  
Jenna E. Rieker ◽  
Trinidad Gonzalez
Keyword(s):  
Project Based Learning ◽  
Future Research ◽  
New Host ◽  
Pedagogical Strategies ◽  
Bacterial Gene ◽  
Effective Learning ◽  
Self Confidence ◽  
Course Material ◽  
And Mathematics ◽  
High Level

With enrollment in the fields of science, technology, engineering, and mathematics (STEM) shrinking, teachers are faced with the problem of appealing to a new generation of students without sacrificing educational quality. Evidence has shown that this problem can be reduced with the use of a number of pedagogical strategies of which project-based learning (PBL) is one. PBL addresses the fundamental challenge of increasing students’ motivation, their mastery of course material, and finding applications for what they have learned to apply in various situations. This study demonstrates the benefits of redesigning a standard lab-based molecular biology course to create a more effective learning environment. Using PBL, students who enrolled in Bio-251 at Harold Washington College in Chicago were given the responsibility of cloning a bacterial gene from one species into a new host species. They were then tasked with the expression and purification of the resulting protein for future research purposes at University of Illinois-Chicago, a leading 4-year research institute. With use of the PBL method, students showed improvement in the areas of self-confidence, lab technical skills, and interest in STEM-related fields and, most of all, the students showed a high level of performance and satisfaction.

Child-identified problems and their robotic solutions

2019 ◽  
Vol 17 (4) ◽  
pp. 347-360 ◽  
Author(s):  
Shara Cherniak ◽  
Kyunghwa Lee ◽  
Eunji Cho ◽  
Sung Eun Jung
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Project Based Learning ◽  
Stem Learning ◽  
Robotics Education ◽  
Science Technology ◽  
Inquiry Approach ◽  
Diverse Backgrounds ◽  
And Mathematics

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children’s inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

scholarly journals Using Technology to Support Student Learning in an Integrated STEM Learning Environment

2020 ◽  
Vol 4 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Dazhi Yang ◽  
Sally J. Baldwin
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Technology Use ◽  
Stem Learning ◽  
Web Based ◽  
Disciplinary Boundaries ◽  
Integrated Stem ◽  
Engineering And Technology ◽  
And Mathematics

This paper provides the first review and illustration of technology-use strategies for supporting student learning in different integrated science, technology, engineering, and mathematics (STEM) learning environments. An integrated STEM learning environment may focus on integrating and learning science and mathematics or integrating and learning engineering and technology simultaneously for multiple levels of learners. An integrated STEM learning environment breaks down disciplinary boundaries and allows students to apply multidisciplinary knowledge in solving problems. This study illustrates four technology-use strategies to support student learning in an integrated STEM learning environment: a) providing authentic learning contexts, b) offering web-based inquiry environments, c) expanding learning through immersive and interactive technology, and d) transforming students from consumers to creators. It also addresses the challenges that manifest in integrated STEM learning environments. The study provides practical implications and research directions for technology-supported learning in integrated STEM learning environments.

scholarly journals Don't Run Out Of STEAM! Barriers to A Transdisciplinary Learning Approach

2021 ◽  
Vol 56 (1) ◽  
Author(s):  
Jennifer Caton
Keyword(s):  
Successful Implementation ◽  
Integrated Stem ◽  
Balanced Approach ◽  
The Arts ◽  
Steam Education ◽  
Teacher Challenges ◽  
National Organizations ◽  
Stem Instruction ◽  
And Mathematics ◽  
Based Instruction

Reform-based instruction can maximize learning and provide equitable access for students in both mathematics and science. A proposal for change by national organizations shed light on the need for programs in integrated science, technology, engineering, and mathematics (STEM) or with the inclusion of the arts (STEAM). A balanced approach to integrated STEAM education uses real issues from around the world to challenge students to be innovative, creative, and think critically about ways they can provide solutions. The purpose of this article is to highlight the potential of a transdisciplinary STEAM instructional approach, while examining the barriers that teachers face in implementation, and provide possible suggestions that allow for successful implementation of transdisciplinary STEAM instruction. With the growing interest in STEM education, it is important to better understand teacher challenges and obstacles to provide support for educators who are developing and implementing integrated STEM instruction. Integrated STEAM allows for creativity across disciplines and promotes students to become conceptual thinkers who are ready to approach future careers and education with more imagination and innovation.

scholarly journals Identifying Training Needs of In-Service EFL Teachers in Inclusive Schools in Egypt

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Amira desouky Ibrahim Ali
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Inclusive Education ◽  
Behavioral Problems ◽  
Primary Schools ◽  
Project Based Learning ◽  
Future Research ◽  
Development Programs ◽  
Curriculum Adaptation ◽  
Professional Development Programs

With the implementation of inclusion in public schools in Egypt, there are demands for improving the professional development programs provided to in-service teachers concerning inclusive education. To that end, this mixed methods study aimed to identify the needs and preferences of English as a Foreign Language teachers regarding working with special-need students. The study also sought to explore the relationship between participants’ profile and their needs. Two hundred eighteen in-service teachers at primary schools in Egypt were selected by cluster sampling method to participate in a need assessment questionnaire while eight were interviewed. Participants reported lack of training in inclusive education, large class size, negative attitudes, shortage of time, heavy workload, and unfamiliarity with necessary strategies as barriers to inclusion. In addition, participants prioritized their needs for identification of language disorders, teaching methods, individualized instruction through curriculum adaptation and Individualized Educational Plans, and controlling behavioral problems. There were significant differences in participants’ needs based on age, years of experience and qualifications. The teachers preferred face-to-face workshops, mentor-supported learning and project-based learning besides morning sessions in weekdays. Recommendations for professional development programs and future research were provided.

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