Non-STEM Teachers Finding Their Place in STEM

Autor/inn/en	Siegel, Debbie; Giamellaro, Michael
Titel	Non-STEM Teachers Finding Their Place in STEM
Quelle	In: Journal of Science Teacher Education, 33 (2022) 6, S.579-597 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siegel, Debbie) ORCID (Giamellaro, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1968992
Schlagwörter	STEM Education; Elementary Secondary Education; Curriculum Implementation; Teaching Experience; Design; Engineering Education; Rural Schools; Elementary School Teachers; Middle School Teachers; High School Teachers; Faculty Development; Teacher Attitudes; Class Activities + Suchen Sie Ihr Suchwort? STEM; Ingenieurausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten
Abstract	The goal of this qualitative study was to examine how non-STEM teachers worked to find their place in a K-12 school district implementing a district-wide STEM initiative. Teachers of individual STEM disciplines have been found to struggle with curricular integration, a key focus of many STEM initiatives. A yet unexplored question around STEM education is what this educational shift means for non-STEM teachers who are being asked to implement a STEM-focused curriculum. Here we specifically focus on the experience of these teachers and how the engineering design process (EDP) emerged as an effective mediating tool supporting non-STEM teachers in "doing STEM," incorporating it into their practice, and thereby becoming part of the district STEM initiative. Data from teacher journals, interviews, and field notes, were characterized by how participants referred to and discussed engineering in their classrooms. Analysis of the data resulted in five themes concerning non-STEM teachers' experiences with the EDP. The EDP was perceived as intuitive and flexible, involving integration with other disciplines, centered around hands-on activities, as an approach to problem solving, and as a student-centered approach to learning. The EDP resonated with many of them and provided an effective entry point that allowed them to "do STEM." Once they developed even rudimentary facility with the tool, they were able to effectively apply it to other problems of practice as well. The data suggest that the EDP may be a useful tool for introducing STEM to non-STEM teachers and helping them to find their place in STEM. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01