Considerations for Challenges with STEM Standards Alignment in the Middle Grades

Autor/inn/en	Gonzales, Jennifer A.; Ritter, Kenley B.; Shelton, Ryann N.
Titel	Considerations for Challenges with STEM Standards Alignment in the Middle Grades
Quelle	In: School Science and Mathematics, 122 (2022) 7, S.381-385 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12550
Schlagwörter	Middle Schools; STEM Education; Academic Standards; Curriculum Development; Integrated Curriculum; State Standards; Active Learning + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; STEM; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aktives Lernen
Abstract	Research favors active learning through STEM disciplines to improve understanding; however, opportunities for well-aligned STEM integration presented challenges for Northside Independent School District (NISD). First, state standards did not align across contents and grade levels. Second, the standardized tests created a lack of flexibility to adjust the pacing and sequencing of instruction. Third, there was a lack of resources that supported each of the content areas in an integrated and aligned STEM learning experience that benefited the individual content areas. To address these needs, Northside ISD used innovative practices to overcome their challenges with writing a middle school STEM curriculum. Despite the lack of resources available, the middle school curriculum and instruction team addressed these challenges by re-sequencing standards, developing Design Challenge research opportunities, and identifying a unique STEM Context that could be carried throughout an instructional unit. This innovation addressed each core content area with fidelity and allowed for STEM alignment while also exposing students in the district to unique STEM opportunities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01