Sharpening "STEL" with Integrated STEM

Autor/inn/en	Han, Jung; Kelley, Todd; Bartholomew, Scott; Knowles, J. Geoff
Titel	Sharpening "STEL" with Integrated STEM
Quelle	In: Technology and Engineering Teacher, 80 (2020) 3, S.24-29 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	STEM Education; Student Projects; Teaching Methods; Interdisciplinary Approach; High School Teachers; Secondary School Science; Engineering; Biology; Mathematics; Inquiry; Design; Information Technology; Technology Uses in Education; Technological Literacy; 21st Century Skills; High School Students + Suchen Sie Ihr Suchwort? STEM; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Maschinenbau; Biologie; Mathematik; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Student; Students; Schüler; Schülerin; Studentin
Abstract	"Standards for Technological and Engineering Literacy" ("STEL") promotes science, technology, engineering, and mathematics (STEM) education, where technology and engineering play a critical role as subject integrators. Integration of STEM in project-based learning is an ideal approach, with benefits of enhancing student learning and 21st-century competencies. Contemporary educational reform requires science and engineering practices to be integrated and suggests that this integration should be explicit (International Technology and Engineering Educators Association [ITEEA], 2020; NRC 2012). However, teachers often experience challenges while presenting STEM content using an integrative approach. For a successful implementation of integrated STEM, teachers need to be informed about how to integrate STEM contents while also using essential pedagogical approaches. This article proposes an integrated STEM lesson titled "Designing Bugs and Innovative Technology" ("D-BAIT") as a practical and feasible model that high school STEM teachers can adopt in their classrooms. The "D-BAIT" lesson, developed by STEM researchers within a national STEM education project, teaches high school students engineering design using biomimicry, life science, and mathematics. This paper analyzes the "D-BAIT" lesson based on "STEL" and addresses how well the lesson aligns with project-based and problem-based instruction. The "D-BAIT" lesson will inform how design instruction can be blended into science and engineering practices, which will guide STEM teachers and educators to create and implement integrated STEM lessons. (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01