Understanding K-12 STEM Education: a Framework for Developing STEM Literacy

Falloon, Garry; Hatzigianni, Maria; Bower, Matt; Forbes, Anne; Stevenson, Michael

doi:10.1007/s10956-020-09823-x

Cited by 101 publications

(77 citation statements)

References 27 publications

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“…Preservice teachers also need teacher educators to model how to identify and evaluate integrated STEM activities found on the Internet and elsewhere based on research and theory. Increasing exposure of preservice teachers to peer‐reviewed research on best practices in integrated STEM instruction and research discussing the nature of integrated STEM education may provide greater clarity on what exactly comprises effective STEM learning and how it is achieved (Falloon et al., 2020). Under the co‐teaching model, teacher educators in both mathematics education and science education, for example, could model evaluating a handful of activities found online against a rubric of research‐based quality components or a well‐established STEM framework (Falloon et al., 2020).…”

Section: Discussionmentioning

confidence: 99%

“…To accomplish integrated STEM instruction, an inquiry approach is often used in which students engage in problem‐, project‐, or design‐based tasks reflecting real‐world situations, and where the knowledge needed for problem solving is distributed across multiple STEM disciplines (Falloon et al., 2020; Honey et al., 2014; Nadelson & Seifert, 2017). However, preservice teachers often do not feel prepared with adequate interdisciplinary content knowledge in more than one STEM subject, and the problem is especially acute at the elementary level (Frykholm & Glasson, 2005; Honey et al., 2014).…”

Section: Introductionmentioning

confidence: 99%

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The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

Johnson

Byrd

Allison

2021

School Sci & Mathematics

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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,

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

Johnson

Byrd

Allison

2021

School Sci & Mathematics

View full text Add to dashboard Cite

show abstract

“…Consequently, educators have acquired very different conceptualizations of STEM education [4,5], which seem to bring them to a state of anxiety and insecurity and, in some cases, to reject the implementation of this educational approach in the classroom. Having arrived at this point, we must differentiate between those studies that have focused on clarifying what STEM or STEM education is [1,3,6,7], and those that have contributed to its theoretical-practical development through different frameworks or models [8], the latter being a theoretical creation that permits us to understand a reality.…”

Section: Introductionmentioning

confidence: 99%

In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

et al. 2021

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The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research.

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“…At present, global education is aimed at increased involvement of youth in STEM [10]. This leads to numerous STEM modifications: STEAM, STREM, STREAM, and other variants combined by integration of various subjects [11,12].…”

Section: Introductionmentioning

confidence: 99%

Collective Subject in Implementation of STEM Technologies in Engineering Education

et al. 2020

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Provision of quality of engineering education upon implementation of international CDIO initiative (Conceive – Design – Implement – Operate) results in implementation of new education technologies, in particular: STEM (Science, Technology, Engineering, Mathematics). Its implementation allows to solve a set of educational issues concerning motivation of students from the first day by using integrated practically oriented assignments, step-by-step immersion into designing activity. Interdisciplinarity and integration, inherent in the STEM technology, assume moving out of a teacher as a holder of educational situation from his disciplinary area, would demand to be a co-participant of a student activity, his initiative in solving creative tasks. Successful realization of STEM technology depends significantly on new competences of teachers and managers, their capabilities to significant modifications of their occupational activity. Difficulty of implementation of STEM technology is related with unpreparedness of teachers and managers. This work is aimed at substantiation of necessary conditions providing readiness of managers, teachers, and students to implement the STEM technologies characterized as a collective subject. The experimental results serve as theoretical substantiation of the concept of formation of collective subjects (managers, teachers, students), determination of new functionality of managers, teachers, students, stepping of this process to provide implementation of STEM technology. The practical implementation was performed at the Federal innovation platform of Siberian Federal University: Model of system modifications in multilevel engineering education.

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Understanding K-12 STEM Education: a Framework for Developing STEM Literacy

Cited by 101 publications

References 27 publications

The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education

Collective Subject in Implementation of STEM Technologies in Engineering Education

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