Integrated STEM Models of Implementation

Autor/inn/en	Kelley, Todd R.; Knowles, J. Geoff; Han, Jung; Trice, Andrea Nelson
Titel	Integrated STEM Models of Implementation
Quelle	In: Journal of STEM Education: Innovations and Research, 22 (2021) 1, S.34-45 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelley, Todd R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Integrated Activities; STEM Education; Program Implementation; Science Education; High School Students; Barriers; High School Teachers; Student Attitudes; Teacher Attitudes; Models + Suchen Sie Ihr Suchwort? Integrierender Unterricht; STEM; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Analogiemodell
Abstract	Within this decade, programs to improve STEM education are too numerous to count with efforts at the federal, state, and local levels. From targeted teacher professional development to totally reinventing teacher preparation programs, these efforts have helped to identify, develop, and deliver integrated STEM education programs; however, the question of how integrated STEM programs are best implemented in K-12 classrooms remains ill-defined. This mixed methods study seeks to understand how integrated STEM programs are implemented in K-12 schools. The findings describe four schools' approaches to implementing an integrated STEM program. With the collaborations of teacher pairs, each consisting of an engineering technology education (ETE) and a life sciences teacher, they worked to implement integrated STEM lessons using engineering design and science inquiry practices, biomimicry, and 3D printing to enhance learning STEM content. Three distinct models of integrated STEM implementation emerged from the case study findings and additional quantitative methods assess which model most effectively taught STEM content knowledge to secondary students. An ANOVA test result shows that there was a significant difference between groups in student STEM knowledge test scores. The mean score increases for students within the collaborative teacher models were significantly higher than the student scores within the single teacher inclusion model. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01