In the K-12 classroom, there has recently been a shift to presenting students with real-life applications of science and mathematics concepts through integration of science and mathematics practices. As outlined in the Next Generation Science Standards (NGSS; National Research Council, 2012), and the Common Core State Standards for Mathematics (CCSSM; NGACPB; 2010), a thoughtful and authentic presentation of Science, Technology, Engineering, and Mathematics (STEM) is accomplished through an integrated approach to learning in both the science and mathematics curriculum. Integration can be defined as "working in the context of complex phenomena or situations on tasks that require students to use knowledge and skills from multiple disciplines" (Honey et al., 2014, p. 52). In other words,
A mixed-methods research design with a sequential, explanatory approach was used to investigate the extent to which successful completion of integrated mathematics and science methods of instruction courses related to elementary preservice teachers’ attitudes toward and confidence in teaching integrated STEM lessons. Participants (n = 24) were enrolled in their final two semesters of a teacher preparation program at a four-year public university leading to dual certification in elementary (K-6) and special education. Quantitative data were collected using the STEM Attitudes Questionnaire and the STEM Confidence Questionnaire and administered as a pre, post, and delayed post measure. Qualitative data were obtained from focus group participants and open-ended questions added to the delayed post-measures. Results indicated an overall positive change in attitudes and confidence over the 11-month period but no statistically significant difference in the participants’ attitudes toward or confidence in teaching integrated STEM lessons. Important implications for the numerous stakeholders of STEM education are presented.
Few websites offer up-to-date information regarding the use of LARC, and most fail to discuss LARC use at all. As LARC is highly effective in preventing unplanned pregnancies in adolescents, incomplete or inaccurate information on the Internet present a barrier to promoting its utilization in this at-risk population.
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