STEM Integration in Elementary Classrooms: A Quantitative Study Exploring Impediments and Improvements

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Autor/in	Neuman, Erika Y.
Titel	STEM Integration in Elementary Classrooms: A Quantitative Study Exploring Impediments and Improvements
Quelle	(2023), (187 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Baylor University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6095-9
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Elementary School Teachers; Self Efficacy; Teacher Effectiveness; Faculty Development; Interests; Science Instruction; Mathematics Instruction; Educational Technology; Predictor Variables; Technology Uses in Education; Elementary Education; Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsinteresse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Prädiktor; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementarunterricht
Abstract	As the need for a STEM-literate workforce grows, educators must prepare to develop STEM-literate thinkers. American educators must modernize teaching practices and utilize the best research-based STEM pedagogy. STEM education can no longer be a novelty or supplement to classroom instruction, and this is especially true in elementary classrooms. Early exposure to STEM and the need for quality STEM instruction is imperative to capitalize on the innate curiosity and creativity of young learners. However, elementary educators are generalists and are not adequately trained to teach integrative STEM. Furthermore, state testing and lack of materials and funding make integrative STEM and other innovative teaching practices next to impossible. Elementary teachers need to be efficacious in STEM content and supported in integrating STEM instruction in their classrooms. This quantitative study utilized a cross-sectional survey to identify the teaching self-efficacy of elementary educators in elementary classrooms and identify variables that might predict their STEM instruction. I used an online survey for data collection to access a broad range of data, including teaching self-efficacy in mathematics and science, student technology use, STEM instruction, 21st-century learning attitudes, and interest in STEM-related professional development. Bandura's self-efficacy theory was the theoretical framework used for this study. This theoretical framework asserts a teacher's self-efficacy beliefs are related to the effort they invest in teaching, the goals they set for their students, and their perceived capability to learn new instructional strategies. Based on the results of this study, participants' self-efficacy in teaching mathematics and science has very little relationship with interest in STEM-related professional development. Collectively, mathematics teaching self-efficacy, science teaching self-efficacy, student technology use, and hours of STEM-related professional development are statistically significant predictors of a teacher's STEM instruction score. Student technology use is the most prominent individual predictor of a teacher's STEM instruction score. To bring about positive change in elementary STEM instruction, administrators must promote integrative STEM professional development, professional development leaders must make learning opportunities purposeful, classroom teachers must embrace integrative STEM instruction as a teaching method, and educators in preservice teacher programs must expose integrative STEM to aspiring teachers as often as possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01