Uncovering Core Dimensions of K-12 Integrated STEM

Roehrig, Gillian H.; Rouleau, Mark; Dare, Emily A.; Dare, Emily A.

doi:10.1163/27726673-00101004

Cited by 4 publications

(1 citation statement)

References 34 publications

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“…All items on the instrument have demonstrated acceptable Krippendorff 's alpha levels (α > .6) for interrater reliability with the exception of Item 5 (α = .58), which approached our selected threshold. Further, we have also established the structure and reliability of the instrument through principal component analysis (PCA) (Roehrig et al, 2023). The PCA work revealed two core dimensions of integrated STEM education when using our instrument: 1) real-world problem solving and 2) the nature of integrated STEM.…”

Section: Quantitative Phase Data Collectionmentioning

confidence: 96%

Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units

Forde

Robinson

Ellis

et al. 2023

Discip Interdscip Sci Educ Res

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Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction. We used an explanatory sequential mixed methods research design to explore the enactment of mathematics in integrated STEM lessons that focus on physical, earth, and life science content. We first examined 2030 sets of video-recorded classroom observation scores generated from the 10-item STEM Observation Protocol (STEM-OP) designed for observing integrated STEM education in K-12 classrooms. We compared the STEM-OP scores of classroom observations that included mathematics with those that did not. This quantitative analysis was followed by a closer, more in-depth qualitative examination of how mathematics was employed, focusing on the degree of cognitive demand. To do this, we coded and analyzed transcripts from video-recorded classroom observations in which mathematical content was present. Our study yielded two main findings about mathematics in integrated STEM lessons: (1) the presence of mathematical content resulted in higher STEM-OP scores on nearly all items, and (2) mathematical tasks within these lessons were categorized as requiring mainly low levels of cognitive demand from students. This study highlights the need for the increased inclusion of mathematical tasks in integrated STEM teaching. Implications for including higher-order mathematical thinking within integrated STEM teaching are discussed.

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Section: Quantitative Phase Data Collectionmentioning

confidence: 96%

Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units

Forde

Robinson

Ellis

et al. 2023

Discip Interdscip Sci Educ Res

Self Cite

View full text Add to dashboard Cite

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Overall Evaluation of This Book Concepts and Approaches

Štuikys,

Burbaitė

2024

Evolution of STEM-Driven Computer Science Education

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Exploring a framework for integrated STEM: challenges and benefits for promoting engagement in learning mathematics

Tytler,

Anderson,

Williams

2023

ZDM Mathematics Education

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Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote participation in STEM pathways. The STEM Academy professional learning program was developed to support teachers to engage and motivate students by creating real-world, challenging problems. The initiative involved interdisciplinary teams of secondary STEM teachers attending workshops and working with university experts to design, implement and evaluate STEM curricular experiences. This paper focuses on case studies undertaken in two of the twelve schools involved in the initiative, using interview data from teachers and students, to explore the nature of their programs and their experiences. We investigate key features of these two schools’ approaches, using a conceptual framework for integrated STEM, and explore the challenges and benefits of different features of integrated STEM that promote different dimensions of engagement in learning mathematics. We explore how the framework characteristics can be reframed into four dimensions that promote mathematics engagement in integrated STEM education - design thinking in authentic contexts, content integration, STEM practices and 21st Century skills, and exposure to professional practice.

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Uncovering Core Dimensions of K-12 Integrated STEM

Cited by 4 publications

References 34 publications

Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units

Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units

Overall Evaluation of This Book Concepts and Approaches

Exploring a framework for integrated STEM: challenges and benefits for promoting engagement in learning mathematics

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