scholarly journals Successful with STEM? A Qualitative Case Study of Pre-Service Teacher Perceptions

2017 ◽  
Author(s):  
Stacie Nowikowski
Keyword(s):  
Teacher Perceptions ◽  
Qualitative Case Study ◽  
Middle Level ◽  
Teaching Methodology ◽  
Science Data ◽  
Student Centered ◽  
Field Placements ◽  
And Mathematics ◽  
K 12

This research is a qualitative case study of pre-service teachers’ experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation.

scholarly journals The College Science Learning Cycle: An Instructional Model for Reformed Teaching

2016 ◽  
Vol 15 (4) ◽  
pp. es12 ◽  
Author(s):  
Michelle Withers
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Curriculum Study ◽  
Learning Cycle ◽  
Teaching Approaches ◽  
Efficient Manner ◽  
Student Centered ◽  
College Science ◽  
And Mathematics ◽  
K 12

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.

scholarly journals Training teachers in robotics for science and technology dissemination: A Brazilian case study

2019 ◽  
Vol 3 (2) ◽  
pp. 11-18
Author(s):  
Rafael Marengo ◽  
Bruna Ferreira ◽  
Morgana Cabral ◽  
RICARDO R MAGALHES
Keyword(s):  
Public Schools ◽  
Engineering Students ◽  
Training System ◽  
Teaching Methodology ◽  
Robotics Education ◽  
Teachers And Students ◽  
Technology Dissemination ◽  
And Mathematics ◽  
Technical Professionals

There is a high demand for technical professionals in engineering and related areas, but there are not enough professionals to fill these needs, especially in developing countries such as in Brazil. Abilities of communication, teamwork and leadership are part of the graduating engineers’ curriculum, but students normally have a lack of these abilities due to difficulties in STEM (Science, Technology, Engineering and Mathematics). Many solutions can be implemented in order to change this scenario and robotics is an alternative. Based on that, robotics education as teaching methodology leads students to search for problem logical solutions. This paper is aimed on how robotics can help children learn STEM subjects and presents a training system for robotics involving teachers and students from public schools and tutors from university. As methodology, it was tested the knowledge acquired in weekly meetings between engineering students (tutors) and teachers/students from public schools. Results highlighted the introduction of robotics education in public schools learning process. It can imply on improvements for engineering courses and new robot applications in industries.

Educational Policy and Practice From the Perspective of Institutional Theory: Crafting a Wider Lens

2007 ◽  
Vol 36 (2) ◽  
pp. 84-95 ◽  
Author(s):  
Patricia Burch
Keyword(s):  
Public Education ◽  
Institutional Theory ◽  
The United States ◽  
Public Schooling ◽  
Policy And Practice ◽  
Critical Issues ◽  
And Mathematics ◽  
K 12 ◽  
Future Work

Institutional analyses of public education have increased in number in recent years. However, studies in education drawing on institutional analyses have not fully incorporated recent contributions from institutional theory, particularly relative to other domains such as law and health policy. The author sketches a framework that integrates recent institutional theorizing to guide scholarship on these and other issues in K–12 public education in the United States. The author argues that although concepts such as “loose coupling” have been widely used, education researchers have not fully tapped institutional theories that have emerged more recently. The author introduces three interrelated constructs and applies them to a case study of district reading and mathematics reform. In the final section, the author considers how current developments in the governance of public schooling increase the utility of institutional perspectives and identify critical issues that need to be addressed in future work.

Supporting a 1:1 program with a student technology team

2017 ◽  
Vol 34 (5) ◽  
pp. 396-408
Author(s):  
Lana Peterson ◽  
Cassandra Scharber
Keyword(s):  
High School ◽  
Information Technology ◽  
Design Methodology ◽  
Qualitative Case Study ◽  
Authentic Learning ◽  
Cost Savings ◽  
Content Type ◽  
K 12 ◽  
Academic Year

Purpose The purpose of this paper is to describe the practice of using student technology teams (STTs) offered at a high school within a 1:1 district. Design/methodology/approach This qualitative case study (Merriam, 1998, 2009) documents how an STT program functioned in 2015-2016 academic year. Findings Findings show the STT provided a rich and authentic learning opportunity for students interested in information technology. The district benefits greatly through both cost savings and personnel support related to its 1:1 initiative. Originality/value As there is no current research on K-12 STTs, this study serves as a foundation for a practice that is growing within schools.

scholarly journals Competency-Based Education: Examining Educators’ Experiences

2021 ◽  
Author(s):  
Andrea Bingham ◽  
Matthew Adams ◽  
Randall Lee Stewart
Keyword(s):  
Qualitative Case Study ◽  
Instructional Model ◽  
Competency Based Education ◽  
Competency Based ◽  
K 12

Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.

scholarly journals Professional Development for Science Teachers on Integrating STEM: A Case Study

2020 ◽  
Vol 4 (1) ◽  
pp. p56
Author(s):  
Nancy K. DeJarnette ◽  
Ryan McCulloch ◽  
Nelson N. Ngoh ◽  
Ioana A. Badara
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
The United States ◽  
Teaching Context ◽  
And Mathematics ◽  
Reported Data ◽  
Unique Style ◽  
K 12 ◽  
Stem Teaching

In the United States, the Next Generation Science Standards (NGSS) bring both commitment and challenges to science education in K-12 schools. New focus areas within the NGSS are engineering education and the integration of multiple disciplines as seen in science, technology, engineering and mathematics (STEM). Providing professional development (PD) is necessary in order to assist K-12 teachers with the implementation of the NGSS in their classrooms (NGSS Lead States, 2013). This case study shares the results of a unique style of PD workshops provided for K-12 teachers on the NGSS and engineering design where participants were immersed in inquiry-based STEM activities with an earth and space science theme. Twenty-six teachers agreed to participate in the study. This qualitative research focused on self-reported data through surveys, interviews, focus groups, and observation of participants during the workshops. Findings from this case study revealed self-reported increases in teachers’ dispositions and self-efficacy regarding their implementation of the NGSS in an integrated STEM teaching context.

scholarly journals PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2015 ◽  
Vol 65 (1) ◽  
pp. 28-38
Author(s):  
Andrea C. Burrows
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teacher Perception ◽  
Science Technology ◽  
Teacher Professional ◽  
Systemic Nature ◽  
And Mathematics ◽  
K 12 ◽  
Academic Year

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.

scholarly journals SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS

2020 ◽  
Vol 78 (3) ◽  
pp. 449-464
Author(s):  
Ngoc Hai Tran ◽  
Thang Dinh Truong ◽  
Hong-Van Thi Dinh ◽  
Le-Hang Thi Do ◽  
Tu-Anh Thi Tran ◽  
...  
Keyword(s):  
Professional Development ◽  
General Education ◽  
Teacher Professional Development ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Vital Role ◽  
Teaching Methodology ◽  
Education Reforms ◽  
Teacher Professional

Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. Keywords: education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school.

scholarly journals APRENDIZAGEM SIGNIFICATIVA NO ENSINO DE GEOGRAFIA: os benefícios da aprendizagem baseada em problemas por meio de um estudo de caso

2018 ◽  
Vol 7 (14) ◽  
pp. 224-241
Author(s):  
Cleilton Sampaio De Farias
Keyword(s):  
Decision Making ◽  
Secondary Education ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Geography Teaching ◽  
Self Learning ◽  
Do So

A Aprendizagem Baseada em Problemas – ABP, por ser uma metodologia de ensino centrada no aluno, pode apresentar resultados bem favoráveis, pois, promove de forma ativa a autoaprendizagem, o trabalho em equipe, o pensamento crítico, a resolução de problemas, a adoção de estratégias facilitadoras das tomadas de decisão e a aprendizagem significativa.Assim, objetiva-se discutir as características de uma experiência de aprendizagem significativa no ensino médio integrado, que foi realizada sobre um tema da disciplina de Geografia e com a utilização do método da ABP na forma de estudo de caso. Para tanto, buscou-se em primeiro lugar construir um ambiente de aprendizagem significativa, posteriormente executou-se a experiência e, por fim, realizou-se algumas avaliações para compreender qual a contribuição da experiência para a aprendizagem significativa dos estudantes. Por fim, percebeu-se que a adoção de metodologias ativas como a ABP na forma de estudo de caso pode produzir resultados favoráveis ao desenvolvimento de capacidades essenciais para que os estudantes, por si só, resolvam problemas e produzam os seus próprios conhecimentos possibilitando, dessa forma, a aprendizagem significativa no ensino médio integrado. PALAVRAS-CHAVE Aprendizagem baseada em problemas. Aprendizagem significativa. Ensino de Geografia. SIGNIFICATIVE LEARNING IN GEOGRAPHY TEACHING: the benefits of Problem Based Learning through a case study ABSTRACT The Problem Based Learning - PBL, because it is a student centered teaching methodology, can have very favorable results because it actively promotes self learning, teamwork, critical thinking, problem solving, adoption of strategies to facilitate decision making and significative learning. Thus, we aim to discuss the characteristics of a meaningful learning experience in integrated secondary education, which was carried out on a subject of the Geography discipline and with the use of the PBL method in the form of case study. In order to do so, we first sought to build a significative learning environment, then the experience was carried out, and finally some evaluations were carried out to understand the contribution of the experience to significative student learning. Finally, it was observed that the adoption of active methodologies such as PBL in the form of a case study can produce favorable results for the development of essential skills so that the students, by itself, solve problems and produce their own knowledge enabling, from this significative learning in integrated secondary education. KEYWORDS Problem-based learning. Significative learning. Teaching Geography. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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