Considerations for Teaching Integrated STEM Education

Stohlmann, Micah; Moore, Tamara J.; Roehrig, Gillian H.

doi:10.5703/1288284314653

Cited by 597 publications

(473 citation statements)

References 19 publications

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“…Therefore, it is important to develop STEM activities or projects that can engage teachers, parents and industries or universities in the local areas of the students to understand STEM initiatives but most importantly to raise awareness about STEM careers and subjects. These recommendations are supported by numerous research and reports (see for example: Knezek, Christensen, & Tyler-Wood, 2011;National Science Learning Centre White Paper, 2013;Roberts 2002;Stohlmann, Moore, & Roehrig, 2012;Wang et al, 2011). STEM as part of the school culture.…”

Section: Teachers' Views Of Stem Interdisciplinary Teaching and Learningmentioning

confidence: 93%

“…Koirala & Bowman, 2003). Teacher self-efficacy has been argued to be of extreme importance for successful teachers (Stohlmann et al, 2012). In this line of argument, Diefes-Dux and Duncan (2007) referred to teachers' lack of confidence and low self-efficacy in mathematics and science in addition to their fear of teaching engineering.…”

Section: Towards Developing Integrated Stem Education In Schoolsmentioning

confidence: 99%

See 1 more Smart Citation

Context of STEM Integration in Schools: Views from In-service Science Teachers

EL-Deghaidy

Mansour

Alzaghibi

et al. 2017

EURASIA J MATH SCI T

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This study explores science teachers' views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers' views on the contextual factors that facilitate and hinder such pedagogy in their schools. Qualitative methodologies were used through focus group discussions and an interview protocol. From the specific contextual issues that were highlighted in the findings, was teacher self-efficacy, pedagogical-knowledge, issues related to establishing a collaborative school culture and familiarity to STEM education among school administrators, students and parents. Findings expressed teachers' concerns of their underpreparedness to enact STEM practices and illustrated that engineering is the least mentioned discipline to be integrated with science. The study ends with recommendations that could lead to develop a professional development model to enact STEM education in schools based on valuing partnership with universities and industries as a necessary step for enacting a STEM integrated model.

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Section: Teachers' Views Of Stem Interdisciplinary Teaching and Learningmentioning

confidence: 93%

Section: Towards Developing Integrated Stem Education In Schoolsmentioning

confidence: 99%

Context of STEM Integration in Schools: Views from In-service Science Teachers

EL-Deghaidy

Mansour

Alzaghibi

et al. 2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…The first set of explanations surrounds teacher preparation for and comfort with teaching integrated content. Teachers may have a lack of confidence in their ability to teach engineering and to use the new pedagogy required of integrated and project-based curricula (Stohlmann, Moore, & Roehrig, 2012). Teachers may also bring some doubt to the classroom about the value of project-based engineering curricula and the value of having students integrate mathematics, science, and engineering concepts (Wang, Moore, Roehrig, & Park, 2011).…”

Section: Why Is Integration Hard?mentioning

confidence: 99%

“…Teachers may also bring some doubt to the classroom about the value of project-based engineering curricula and the value of having students integrate mathematics, science, and engineering concepts (Wang, Moore, Roehrig, & Park, 2011). Professional development programs for K-12 engineering are being developed across the country (Stohlmann et al, 2012), but since engineering is not a traditional K-12 subject, ''best practices'' are more elusive. Thus, it is possible that mixed study results emerge from differences in teacher preparation.…”

Section: Why Is Integration Hard?mentioning

confidence: 99%

Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study

Valtorta¹,

Berland²

2015

Journal of Pre-College Engineering Education Research (J-PEER)

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Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing field, using discourse analysis techniques to examine whether and why students integrate math and science concepts into their engineering design work. The study focuses on student work during a unit from a high school engineering course. Video data were collected during the unit and were used to identify episodes of students discussing math and science concepts. Using discourse analysis, the authors found that students successfully applied math and science concepts to their engineering design work without teacher prompting when the concepts were familiar. However, explicit teacher prompting and instruction regarding the integration of less familiar concepts did not seem to facilitate student use of those concepts. Possible explanations and implications are discussed.

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“…Teacher is considered as an important factor in influencing successfulness in many educational reform such as integration of STEM education [11]. Reference [12] meanwhile, quotes that for STEM educators to function effectively, the teachers are required not only to understand their content taught but also have the ability to explain concepts and procedures.…”

Section: Teachers' Competency For Stem Integration Educationmentioning

confidence: 99%

Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia

Khairani

2016

MATEC Web Conf.

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Abstract. In order to fulfil the need of sizeable skill workers, Malaysia will introduce STEM integration education in mainstream schools throughout the country. However, like any educational reform, one important issue that needs to be taken into account is the teachers' readiness especially in terms of their skills and competency in implementing the reform. As such, the purpose of this study is to assess differences between teachers' competency for STEM integration education between urban and rural teachers. A total of 244 teachers (urban = 129, rural = 115) are employed as sample in this cross-sectional quantitative study. Responses from an 18-item questionnaire were analysed using Rasch Model analysis to determine characteristics of item that measure competency between urban and rural teachers. The DIF analysis shows that items related to competency in (1) ICT integration, and (2) organizing co-curricular activities showed a significant difference in their measures between both sets of teachers. The result from this study would certainly provide useful information to relevant stakeholders, especially with regards to providing training for the teachers in the designated areas.

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Considerations for Teaching Integrated STEM Education

Cited by 597 publications

References 19 publications

Context of STEM Integration in Schools: Views from In-service Science Teachers

Context of STEM Integration in Schools: Views from In-service Science Teachers

Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study

Assessing Urban and Rural Teachers’ Competencies in STEM Integrated Education in Malaysia

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