Developing Teachers, Teaching, and Teacher Education for Integrated STEM Education

Li, Yeping; Anderson, Judy

doi:10.1007/978-3-030-52229-2_19

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Yeping Li and Judy Anderson have presented an expanded overview of the content of research and trends in teacher training for STEM education [5]. The authors summarized and analyzed the research data, as well as discussed the need for further research and their development.…”

Section: Literature Reviewmentioning

confidence: 99%

Training of practicing teachers for the application of STEM education

Velychko

Kaydan

Fedorenko

et al. 2022

J. Phys.: Conf. Ser.

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The modern informational society poses new challenges to the education system, and one of the ways to solve them is STEM education, which has become one of the popular learning trends. The solution of the set tasks encourages not only the growth of the economic indicators, but also the general stable development of society with a careful attitude to resources, both material and immaterial. The practitioners are the leaders in high-tech changes of the education system, that is why they are the ones who can implement the STEM approach in the most effective way. This is important because the scientific component of technology is evolving over time and, accordingly, the skills of employees that are needed are changing, too. And the STEM approach in education, in turn, is the best to meet this requirement. The professional development of practicing teachers means to update knowledge in the field and acquire new teaching methods and technologies. Thus, in addition to professional necessity, professional development of practicing teachers is of innovative importance. The proposed certificate program of advanced training aims to develop students’ skills to implement STEM education in a scientifically sound and critical way; widely use interdisciplinary interaction; to introduce methods and means of STEM education in professional activity. The target audience of the program is future and practicing teachers of general and professional higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Training of practicing teachers for the application of STEM education

Velychko

Kaydan

Fedorenko

et al. 2022

J. Phys.: Conf. Ser.

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“…We build on a tradition of research on supporting teachers to integrate disciplinary practices in their classrooms. A significant body of literature in science and mathematics education punctuates the importance of inviting teachers to engage in learning disciplinary knowledge and ways of thinking as instrumental to their professional learning (Blank et al, 2007;Carpenter et al, 1989;Jaber et al, 2018;Li & Anderson, 2020;Loucks-Horsley et al, 1998;Maeng et al, 2020;Porter et al, 2003). It not only deepens their understanding of critical disciplinary ideas and practices (Grossman et al, 2001;NGSS Lead States, 2013;Shulman, 1986), it also enables them to better understand and hear students' ideas (Pappas & Tucker-Raymond, 2011;Rosebery et al, 2016;Warren et al, 2001) and it supports development of professional vision (Ball & Hill, 2009;Ball et al, 2008).…”

Section: Background and Motivation: Integrating Stem And Computingmentioning

confidence: 99%

“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play

et al. 2022

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Background Computational approaches in STEM foster creative extrapolations of ideas that extend the bounds of human perception, processing, and sense-making. Inviting teachers to explore computational approaches in STEM presents opportunities to examine shifting relationships to inquiry that support transdisciplinary learning in their classrooms. Similarly, play has long been acknowledged as activity that supports learners in taking risks, exploring the boundaries and configurations of existing structures, and imagining new possibilities. Yet, play is often overlooked as a crucial element of STEM learning, particularly for adolescents and adults. In this paper, we explore computational play as an activity that supports teachers’ transdisciplinary STEM learning. We build from an expansive notion of computational activity that involves jointly co-constructing and co-exploring rule-based systems in conversation with materials, collaborators, and communities to work towards jointly defined goals. We situate computation within STEM-rich making as a playful context for engaging in authentic, creative inquiry. Our research asks What are the characteristics of play and computation within computational play? And, in what ways does computational play contribute to teachers’ transdisciplinary learning? Results Teachers from grades 3–12 participated in a professional learning program that centered playful explorations of materials and tools using computational approaches: making objects based on rules that produce emergent behaviors and iterating on those rules to observe the effects on how the materials behaved. Using a case study and descriptions of the characteristics of computational play, our results show how familiarity of materials and the context of play encouraged teachers to engage in transdisciplinary inquiry, to ask questions about how materials behave, and to renegotiate their own relationships to disciplinary learning as they reflected on their work. Conclusions We argue computational play is a space of wonderment where iterative conversations with materials create opportunities for learners to author forms of transdisciplinary learning. Our results show how teachers and students can learn together in computational play, and we conclude this work can contribute to ongoing efforts in the design of professional and transdisciplinary learning environments focused on the intersections of materiality, play, and computation.

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STEM Integration: Diverse Approaches to Meet Diverse Needs

Li¹,

Anderson²

2020

Advances in STEM Education

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Developing Teachers, Teaching, and Teacher Education for Integrated STEM Education

Cited by 4 publications

References 15 publications

Training of practicing teachers for the application of STEM education

Training of practicing teachers for the application of STEM education

“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play

STEM Integration: Diverse Approaches to Meet Diverse Needs

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