Promoting Integrated STEM Tasks in the Framework of Teachers’ Professional Development in Portugal

Costa, Cristina; Domingos, António; Teodoro, Vitor Manuel Neves Duarte

doi:10.1007/978-3-030-52229-2_27

Cited by 6 publications

(8 citation statements)

References 26 publications

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“…But, in Portugal, as in many other countries all around the world (e.g., Abd-El-Khalick, 2013), the reality of many classrooms is still traditional teaching, using textbooks and giving priority to disciplines such as mathematics or the native language without promoting interdisciplinarity (Carvalho et al, 2004). For this reason, there is the need to promote teachers' professional development in order to innovate their practices (Costa & Domingos, 2017;Costa et al, 2020).…”

Section: Context Of This Studymentioning

confidence: 99%

“…In the framework of a broader pedagogical project (Costa et al, 2020), since 2015 several Continuing Professional Development Programmes (CPDP) have been designed through a partnership between universities, a local teachers' training centre and elementary schools. All the programmes were approved by the Pedagogical Scientific Council of Continuing Education, which is responsible for the accreditation and evaluation of CPDP in Portugal (Costa et al, 2022).…”

Section: Context Of This Studymentioning

confidence: 99%

“…The CPDP consists of workshops with a duration of two to four hours (Tables 1 and 2). At the end of each CPDP, teachers present a portfolio with a critical account on the CPDP context and about the impact of the training course on their practices, including their proposals and evidence of STEM tasks implemented by them in the classroom with their students (Costa et al, 2020;2022). About 90 teachers of 15 primary schools aged 35-61 and with more than ten years of teaching experience, attended our CPDP until 2018.…”

Section: Workhops Participants Durationmentioning

confidence: 99%

“…In fact, to design STEM tasks, teachers need to acquire a robust Content Knowledge about the subject matters to be integrated (English, 2017;Fitzallen, 2015;Kim & Bolger, 2017). For this reason, it is necessary to design a teachers' Professional Development Programme (PDP) that provides teachers with knowledge and skills to achieve this goal (Costa et al, 2020;Costa et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Professional Knowledge to Develop STEM Integrated Tasks

Costa

Domingos

2023

PED

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This study presents developments on the professional knowledge needed to implement STEM hands-on tasks by teachers. Research was developed in the framework of a teachers’ professional development programme designed to provide knowledge for them to be capable of implementing this kind of tasks. With a qualitative methodology, we verified that teachers need to attain a specialized theoretical and technical knowledge to develop STEM integrated hands-on tasks and effectively implement them in class.

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Section: Context Of This Studymentioning

confidence: 99%

Section: Context Of This Studymentioning

confidence: 99%

Section: Workhops Participants Durationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Professional Knowledge to Develop STEM Integrated Tasks

Costa

Domingos

2023

PED

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“…In this context, several artifacts, prototypes, and hands-on practices are developed by higher education students supervised by higher education teachers to be implemented in schools [23][24][25]. Besides several STEAM hands-on activities in the community targeted at primary and middle school students, it also fosters teachers' professional development [26,27]. In this regard, partnerships are promoted with municipality organisations, teacher training centres, school clusters, and school libraries, among others.…”

mentioning

confidence: 99%

Physics of Sound to Raise Awareness for Sustainable Development Goals in the Context of STEM Hands-On Activities

2023

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This paper aims to present an interdisciplinary approach intended to raise awareness for Sustainable Development Goals in the context of STEM (Science, Technology, Engineering, and Mathematics) hands-on activities targeted to elementary and secondary school. In particular, contents related to the physics of sound are used to warn about the dangers of noise pollution and its consequences for health, well-being, and productivity. Therefore, it is crucial to inform and raise community awareness on this issue, as well as on the measures needed to prevent its consequences. This research is inserted in a broader pedagogical project that includes primary school and secondary school teachers’ professional development and visits to schools to perform several hands-on activities in class aiming to provide students with 21st-century skills related to STEM education. Based on the literature, questionnaires, and participant observation, an empirical study was conducted with teachers who participated in a professional development programme. It is concluded that teachers and students understood the dangers of noise pollution and the measures to be taken to prevent them. Therefore, higher education institutions have a crucial role in the community, namely, through partnerships with schools and teachers’ training centres to raise awareness and disseminate and increase Sustainable Development practices in the community.

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Mathematics and interdisciplinary STEM education: recent developments and future directions

Goos,

Carreira,

Namukasa

2023

ZDM Mathematics Education

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This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

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Promoting Integrated STEM Tasks in the Framework of Teachers’ Professional Development in Portugal

Cited by 6 publications

References 26 publications

Teachers’ Professional Knowledge to Develop STEM Integrated Tasks

Teachers’ Professional Knowledge to Develop STEM Integrated Tasks

Physics of Sound to Raise Awareness for Sustainable Development Goals in the Context of STEM Hands-On Activities

Mathematics and interdisciplinary STEM education: recent developments and future directions

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