From Conception to Curricula: The Role of Science, Technology, Engineering, and Mathematics in Integrated STEM Units

Dare, Emily A.; Roehrig, Gillian H.; Titu, Preethi; Crotty, Elizabeth A.

doi:10.18404/ijemst.440338

Cited by 37 publications

(43 citation statements)

References 19 publications

(37 reference statements)

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“…The present work focused on students experiencing a curricular unit, which was selected for this study via purposive, criterion‐based sampling (Miles, Huberman, & Saldaña, ) due to its inclusion of all six tenets of integrated STEM instruction (Moore, Stohlmann, et al, ; Ring‐Whalen, Dare, Roehrig, Titu, & Crotty, ). The unit was written during the third year of the project by a team of three teachers, including the students' science teacher.…”

Section: Methodsmentioning

confidence: 99%

“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit

2019

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Section: Methodsmentioning

confidence: 99%

“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit

2019

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“…Research findings indicate a strong relationship between teachers' educational beliefs, perceptions and teaching practices [28,29]. For example, teachers' attitude towards reforms or their beliefs about the necessity of reforms is amongst the strongest predictors of the extent to which such reforms would be implemented in the classroom [27,45,47]. However, even when a teacher holds a constructivist and inquiry-driven belief in science teaching, oftentimes those beliefs do not translate into correlated practices [28].…”

Section: Teachers' Perceptions and Beliefs About Isementioning

confidence: 99%

“…Indeed, some evidence supports the inclusion of artistic processes in science as they can promote students' conceptual understanding, attitude towards science, involvement in science learning [12] and enable a more realistic transdisciplinary learning experience [44]. However, an agreed understanding about the nature and definition of STEM does not exist [17,45], evidence on learning outcomes in STEAM education are lacking [46], and science teachers struggle with the use of these integrative methods [18,32,45].…”

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Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

2021

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To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.

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“…Teachers are implementers of the STEM approach, which requires their solid conceptualization of the approach. It is vital because their conceptualization of the STEM approach reflects into their implementation (Ring-Whalen et al, 2018). With this in mind, researchers have focused on identifying teachers' STEM conceptions, the changes in teachers' STEM conceptions throughout teacher training, and the other possible ways to capture teachers' STEM conceptions.…”

Section: Research On Teachers' Integrated Stem Conceptionsmentioning

confidence: 99%

Examination of pre-service chemistry teachers’ STEM conceptions through an integrated STEM course

Aydın

Alemdar

Ekiz

2021

Turkish Journal of Education

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Due to international calls for the use of the integrated Science, Technology, Engineering, and Mathematics (STEM) approach to train learners pursuing STEM-related careers and citizens who are competitive problem solvers, teachers’ training for the integrated STEM approach is imperative. Given the importance of integrated STEM teacher training, this study aimed to examine how pre-service chemistry teachers’ integrated STEM conceptions have been changed through the integrated STEM course. The STEM reflection protocol was administered to 13 pre-service chemistry teachers both at the beginning and at the end of a 13-week-long integrated STEM course. The training included experiencing STEM activities, studying with mentors, and reflecting on own development. The deductive, inductive, and constant comparative data analysis revealed that most of the pre-service chemistry teachers enriched their STEM conceptions in terms of the engineering design process as a context and integration of the disciplines. However, very few participants’ STEM conceptions remained the same. Integrated STEM teacher education should include an explicit emphasis on disciplines’ integration and engineering design process to enhance pre-service teachers’ integrated STEM conceptions.

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From Conception to Curricula: The Role of Science, Technology, Engineering, and Mathematics in Integrated STEM Units

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 37 publications

References 19 publications

“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit

“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit

Science Teachers’ Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education

Examination of pre-service chemistry teachers’ STEM conceptions through an integrated STEM course

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