STEM Integration: Teacher Perceptions and Practice

Autor/inn/en	Wang, Hui-Hui; Moore, Tamara J.; Roehrig, Gillian H.; Park, Mi Sun
Titel	STEM Integration: Teacher Perceptions and Practice
Quelle	In: Journal of Pre-College Engineering Education Research, 1 (2011) 2, S.1-13, Artikel 2 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.5703/1288284314636
Schlagwörter	STEM Education; Case Studies; Teacher Attitudes; Teaching Methods; Observation; Middle School Teachers; Science Teachers; Mathematics Teachers; Engineering Education; Faculty Development; Grounded Theory; Technology Integration; Problem Solving; Pedagogical Content Knowledge; Integrated Activities; Qualitative Research; Interviews; Minnesota + Suchen Sie Ihr Suchwort? STEM; Case study; Fallstudie; Case Study; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Mathematics; Mathematik; Ingenieurausbildung; Problemlösen; Pädagogische Kompetenz; Integrierender Unterricht; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	To gain a better understanding of teachers' beliefs about, perceptions of, and classroom practices using STEM integration, a multi-case case study was conducted with three middle school teachers. These teachers were purposefully selected from a pool of teachers involved in a year-long professional development module on STEM integration to represent science, mathematics and engineering teachers. This study addresses the following research questions: (1) What are teachers' beliefs about and perceptions of STEM integration after a year-long teacher professional development training? and (2) What is the connection between beliefs about and perceptions of STEM integration and teachers' classroom practices? Data collection consisted of document analysis, classroom observations, and interviews. Data were analyzed using the constant comparative method. Findings from the case studies suggest that (1) the problem solving process is a key component to integrate STEM disciplines, (2) teachers in different STEM disciplines have different perceptions about STEM integration and that leads to different classroom practices, (3) technology is the hardest discipline to integrate in these cases, and (4) teachers are aware of the need to add more content knowledge in their STEM integration. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01