Integrated STEM-Problem-Based Learning Curriculum: Implications for Conceptualization and Practice from an Interdisciplinary Professional Development Program

Autor/in	Gomez Zwiep, Susan
Titel	Integrated STEM-Problem-Based Learning Curriculum: Implications for Conceptualization and Practice from an Interdisciplinary Professional Development Program
Quelle	(2016), (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Integrated Curriculum; STEM Education; Problem Based Learning; Interdisciplinary Approach; Faculty Development; Grade 6; Grade 7; Grade 8; Teaching Methods; Science Teachers; Mathematics Teachers; English Instruction; Language Arts; Teacher Attitudes; Curriculum Implementation; English Teachers; Mathematics Education; Science Education; Middle School Teachers; Middle School Students + Suchen Sie Ihr Suchwort? STEM; Problem-based learning; Problemorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; English langauage lessons; Englischunterricht; Sprachkultur; Lehrerverhalten; English language lessons; Mathematische Bildung; Naturwissenschaftliche Bildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin
Abstract	This study examines teachers' initial conceptions of an integrated STEM-PBL approach and their perceptions of what facilitates or hinders implementation in their schools. This study took place within the first year of a three-year STEM Professional Development (PD) program for middle school math, science and English language arts teachers. The two primary PD components were a week-long, summer institute and a school-year cross-curricular unit planning that included a lesson-study component. Qualitative methods were used to analyze teacher responses from PD evaluations, teacher reflections, interviews and program artifacts. The study provides insight into the feasibility of an integrated STEM-PBL model. The study concludes with implications for practice and a discussion of how future interdisciplinary professional development can be conceptualized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01