Supporting Integrated STEM in the Elementary Classroom: A Professional Development Approach Centered on an Engineering Design Challenge

Autor/inn/en	Estapa, Anne T.; Tank, Kristina M.
Titel	Supporting Integrated STEM in the Elementary Classroom: A Professional Development Approach Centered on an Engineering Design Challenge
Quelle	In: International Journal of STEM Education, 4 (2017), Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-017-0058-3
Schlagwörter	STEM Education; Design; Engineering; Elementary Education; Content Analysis; Interdisciplinary Approach; Faculty Development; Workshops; Lesson Plans; Teaching Methods; Reflection; Teacher Role; Student Role; College Students; College School Cooperation; Qualitative Research + Suchen Sie Ihr Suchwort? STEM; Maschinenbau; Elementarunterricht; Inhaltsanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernwerkstatt; Schulung; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Collegestudent; Qualitative Forschung
Abstract	Background: Science, technology, engineering, and mathematics (STEM) education is becoming more prevalent at the elementary level, and there has been a push to focus on the integration between the STEM disciplines. Researchers within this study sought to understand the extent to which triads composed of a classroom teacher, student teacher, and an engineering fellow were able to use the context of an engineering design challenge to integrate and incorporate STEM concepts into the elementary classroom. Using a content analysis approach, researchers analyzed STEM integration across four phases of learning: professional development workshop, lesson plan, classroom enactment, and post-lesson reflection. Results: Results highlight the ability for triads to conceptualize the integration of STEM concepts but also the challenge to sustain the integration of STEM concepts across phases of enactment. Conclusions: The need to support teacher learning of STEM content and pedagogical practices for integration are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01