A School-University Partnership for Integrated STEM Learning: Curriculum Modifications and Considerations for Emergency Remote Teaching

Autor/inn/en	Wieselmann, Jeanna R.; Sager, Marc T.; Binford, Lily
Titel	A School-University Partnership for Integrated STEM Learning: Curriculum Modifications and Considerations for Emergency Remote Teaching
Quelle	In: PDS Partners: Bridging Research to Practice, 17 (2022) 2, S.95-116 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Integrated Curriculum; Partnerships in Education; College School Cooperation; Authentic Learning; Experiential Learning; Videoconferencing; Science Teachers; Curriculum Development; Blended Learning; Physics; Motion; Engineering; Design; Middle School Teachers; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? STEM; Hochschulpartnerschaft; Experiental learning; Erfahrungsorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Physik; Bewegungsablauf; Maschinenbau; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Emergency remote and hybrid instructional approaches during the COVID-19 pandemic presented new challenges to science teachers, including how to incorporate authentic, hands-on, and collaborative learning experiences via Zoom™ instruction. Through a school-university partnership, a first-year middle school science teacher, an assistant professor, and two doctoral students collaborated to support student learning despite the constraints imposed by COVID-19. The partners worked together to develop and adapt a six-lesson, integrated science, technology, engineering, and mathematics (STEM) unit for use in a hybrid learning environment. In this article, we describe the unit, which focused on science concepts of force and motion through an engineering context related to helmet design. We highlight the key adaptations that were made to transition this unit to a hybrid format, including the assets brought by each partner. Finally, we discuss lessons learned and implications for teachers. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01