Considerations for Teaching Integrated STEM Education

Autor/inn/en	Stohlmann, Micah; Moore, Tamara J.; Roehrig, Gillian H.
Titel	Considerations for Teaching Integrated STEM Education
Quelle	In: Journal of Pre-College Engineering Education Research, 2 (2012) 1, S.28-34, Artikel 4 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.5703/1288284314653
Schlagwörter	STEM Education; Interdisciplinary Approach; Partnerships in Education; Middle Schools; Teaching Methods; Middle School Teachers; Observation; Interviews; Teacher Attitudes; Comparative Analysis; Program Effectiveness + Suchen Sie Ihr Suchwort? STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulpartnerschaft; Middle school; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively teach integrated STEM education. A support, teaching, efficacy, and materials (s.t.e.m.) model of considerations for teaching integrated STEM education was developed through a year-long partnership with a middle school. The middle school was implementing Project Lead the Way's "Gateway to Technology" curriculum. The s.t.e.m. model is a good starting point for teachers as they implement and improve integrated STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01