Creating a Continuum of STEM Models: Exploring How K-12 Science Teachers Conceptualize STEM Education

Autor/inn/en	Dare, Emily A.; Ring-Whalen, Elizabeth A.; Roehrig, Gillian H.
Titel	Creating a Continuum of STEM Models: Exploring How K-12 Science Teachers Conceptualize STEM Education
Quelle	In: International Journal of Science Education, 41 (2019) 12, S.1701-1720 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dare, Emily A.) ORCID (Ring-Whalen, Elizabeth A.) ORCID (Roehrig, Gillian H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1638531
Schlagwörter	Science Teachers; Teacher Attitudes; STEM Education; Educational Attitudes; Models; Relevance (Education); Problem Solving; Integrated Activities; Definitions; Preferences; Classification + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; STEM; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Analogiemodell; Relevance; Relevanz; Problemlösen; Integrierender Unterricht; Begriffsbestimmung; Classification system; Klassifikation; Klassifikationssystem
Abstract	As more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers' perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01