The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience

Ring, Elizabeth A.; Dare, Emily A.; Crotty, Elizabeth A.; Roehrig, Gillian H.

doi:10.1080/1046560x.2017.1356671

Cited by 122 publications

(146 citation statements)

References 28 publications

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“…Th e research described PSTs' current attitudes to energy content knowledge and STEM conceptualization. Two questionnaires were modifi ed based on the original (Radloff & Guzey, 2016a;Ring, Dare, Crotty, & Roehrig, 2017), researching STEM conceptualization. To develop and use these instruments, the author contacted and received permission for this research.…”

Section: Methodsmentioning

confidence: 99%

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Putra¹,

Kumano²

2018

tner

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We explored energy learning progression and STEM conceptualization among pre-service science teachers (PSTs) in Japan and Indonesia. Th is study used a survey design to collect data using questionnaires on energy content knowledge (energy forms, transformation, dissipation, and conservation) and STEM conceptualization (defi nition, connectedness, and visualization). Results indicated that the Japanese PSTs have greater energy content knowledge than the Indonesian PSTs. Furthermore, content knowledge has a signifi cant correlation with STEM conceptualization.

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Section: Methodsmentioning

confidence: 99%

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Putra¹,

Kumano²

2018

tner

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“…Research elaborated how integrated STEM education includes an exploration of the interconnections between science, technology, engineering and mathematics in order to reflect on how each discipline operates within real-world contexts. Students benefit from the integrated STEM approach because it values students' real-life experiences (Huntley, 1998;Kelley & Knowles, 2016) and hands-on applications that mirror professional STEM work (Breiner et al, 2012;Wang et al, 2011;Ring et al, 2017). This approach prepares students as future citizens to approach societal complex problems.…”

Section: Discussion and Implicationmentioning

confidence: 99%

“…However, integrated STEM instruction remains ill-defined, with many gaps in the existing research. It has been found to be a difficult task for teachers (Briener et al, 2012, Huntely,1998Kelley & Knowles, 2016;Ring, 2017;Wang et al, 2011); for instance, teachers' limited access to resources and lack of teacher readiness to teach STEM can create challenges in implementing integrated STEM curricula (Wang et al, 2011).…”

Section: Discussion and Implicationmentioning

confidence: 99%

“…whereby learners share knowledge, and (c) the integration as a curriculum design which emphasizes on the construction of knowledge through active learning" (p. 3). On the other hand, Ring et al, (2017) suggest that using an integrated curriculum provides students with a highly relevant, less fragmented, and more stimulating learning experience than curricula that are not integrated. Studies have shown that integration allows students to apply their knowledge and encourage them to examine relationships between multiple concepts.…”

Section: Consequently In Direct Opposition To Traditional Mathematicmentioning

confidence: 99%

“…With a proper focus on integrated approaches to STEM education, it can help the next generation of students to solve real-world problems by applying concepts that cut across disciplines as well as capacities of critical thinking, collaboration, and creativity (Breiner et al, 2012;Huntely, 1998;Ring, Dare, Crotty & Roehrig, 2017;Wang et al, 2011). However, most teachers have received training in only one discipline, and most schools and classes at all levels still have separate departments and class periods for the STEM subjects (Ring et al, 2017). For teachers to help learners develop skills for a growing workforce, teachers must have the capability to integrate STEM into their teaching process, as the approach is expected to take the role as the primary learning medium in the future (Stohlmann, 2018).…”

Section: Introductionmentioning

confidence: 99%

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The Constructivist Approach to Curriculum Integration of STEM Education

Patel¹

2019

Preprint

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Teachers feel that by integrating a little sprinkle of technology and engineering mixed in mathematics and science is enough to integrate STEM across all four disciplines. This shows how one of the biggest educational challenges for K – 12 STEM education is that few general guidelines or models exist for teachers to follow regarding how to teach using STEM integration approaches in their classroom. This also goes to show how the most common conception of STEM education might be the notion of integration – meaning that STEM is the purposeful integrations of the various disciplines as used in solving real – word problems. Despite the benefits of integrated curricula seem clear, there are barriers that must be negotiated when teachers choose to implement integrated STEM curricula. Therefore, the focus of this literature review will also be on quantitative studies that provide information on teachers continuously using a traditional instruction contradicting the definition of integrated STEM education. To implement effective integrated STEM education, attention has been paid to teachers' using constructivist teaching strategies to implement integrated STEM education that can help students gain interest in STEM subjects.

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Computational participation and thelearner‐technologypairing in K‐12STEMeducation

Sivaraj

Ellis

Wieselmann

et al. 2020

Human Behav and Emerg Tech

Self Cite

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The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices. Utilizing Ihde's work as a conceptual framework, we explore how technology-mediated relations shape STEM learner experiences and behaviors by empowering learners to develop scientific knowledge through collaborative participation and interactive relationships with technology. In particular, we focus on technology mediated gamebased learning and citizen science, and examine how CP creates opportunities for STEM learners to leverage learning with technology in innovative ways. We argue that through computational and collaborative learning experiences, learners participate as members of STEM learning communities in ways that mirror how STEM professionals collaborate, applying interdisciplinary and transdisciplinary approaches to complex real-world problems. Computational participation consequently creates opportunities for learner-technology pairings to (re)shape STEM learning behaviors, empowering learners to engage collaboratively as members of a STEM community of practice.

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The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience

Cited by 122 publications

References 28 publications

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

The Constructivist Approach to Curriculum Integration of STEM Education

Computational participation and thelearner‐technologypairing in K‐12STEMeducation

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