Evaluating the Effectiveness of Integrative STEM Education: Teacher and Administrator Professional Development

Abstract

The integration of science, technology, engineering, and mathematics (STEM) education, also referred to as integrative STEM education, is a relatively new interdisciplinary teaching technique that incorporates an engineering design-based learning approach with mathematics, science, technology, and engineering education (Sanders, 2010, 2012, 2013; Wells, 2010, 2013). Over the past 11 years, 475 teachers and administrators, representing kindergarten through eighth grade teachers and elementary school administrators from 7 school districts in South Carolina, have participated in an Integrative STEM Education Institute. In this Institute, participants developed knowledge and skills to create and implement integrative STEM education activities for use in their classrooms. Participants learned how to incorporate problem-based and project-based learning that helps students work in groups to develop crosscurriculum skills. The purpose of this article was to evaluate the immediate and long-term effectiveness of the Institute. Quantitative survey data from pre-post surveys immediately revealed a statistically significant increase in self-efficacy regarding the Institute's learning objectives. In addition, a survey was sent to alumni from the 2012-2015 Institutes. The results from this survey revealed that a significant number of alumni felt empowered through the Institute to implement integrative STEM education in their classrooms and build sustainable integrative STEM education programs at their schools following attendance at the Institute.

The Effect of STEM-EDP in Professional Learning on Automotive Engineering Competence in Vocational High School

“…Even students and teachers think that STEM is essential in future career development. During STEM-EDP learning in the given problems (Havice et al 2018), students work in groups to develop their skills and creativity (Havice et al 2018;Meyrick, 2011), the learning teacher plays a role in the achievement of learning objectives. STEM-EDP provides a useful learning environment (Avery & Reeve, 2013), in developing students' reasoning skills, critical thinking skills, creativity, and innovation.…”

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“…Integrative science, technology, engineering, and mathematics (I-STEM) education provides direction for teaching, leading, and learning practices related to students' abilities to identify, think critically about, and propose solutions to real-world problems. However, many educators are unfamiliar with the conceptualization and praxis of I-STEM curricula (Havice, Havice, Waugaman, & Walker, 2018;Herro & Quigley, 2017). School program leaders cultivating an I-STEM culture also encounter difficult challenges such as reorganizing STEM subjects for greater integration and fostering teacher's knowledge, confidence, and pedagogical practice (Shernoff, Sinha, Bressler, & Ginsburg, 2017;Nadelson & Seifert, 2017).…”

“…Although effective models of I-STEM education are still emerging (LaForce, Noble, King, Holt, & Century, 2014), positive outcomes in administrator and teacher praxis are evident. Professional development (PD) programs have been shown to significantly increase teacher and administrator self-efficacy in problem-and project-based learning (Havice et al, 2018), teacher collaborative efforts and educational technology use (Herro & Quigley, 2017), mathematics achievement (Burghardt, Hecht, Russo, Lauckhardt, & Hacker, 2010), and teacher involvement in community engagement (Havice, 2015). However, it is important to note that the catalysts for transformative paradigms and praxis are school administrators and teacher leaders.…”

Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

“…This can only be realized if the learners are enjoying their works independently or collaboratively. Havice et al (2018) found that poor study habit added with the spoon-feeding done by the teachers make them more passive. In addition, learners do not actively participate in the accomplishment of inquiry skills activities due to absence of interest, motivation, and enthusiasm.…”