Enhancing STEM Learning through an Interdisciplinary, Industry-Generated Project

Autor/inn/en	Tan, Verily; Nicholas, Celeste; Scribner, J. Adam; Francis, Dionne Cross
Titel	Enhancing STEM Learning through an Interdisciplinary, Industry-Generated Project
Quelle	In: Technology and Engineering Teacher, 79 (2019) 1, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Standards; Science Instruction; STEM Education; Units of Study; Educational Quality; Educational Environment; Course Content; Student Projects; Work Experience; Industry; Armed Forces; Computer Science Education; Algebra; Physics; Systems Approach; High School Students; Problem Solving; Performance Based Assessment; School Schedules; Cooperative Learning; Teamwork; Design; Indiana + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; Lerneinheit; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kursprogramm; Schulprojekt; Employment experience; Job experience; Occupational experience; Berufserfahrung; Industrie; Military; Militär; Computer science lessons; Informatikunterricht; Physik; Systemischer Ansatz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Leistungsermittlung; Schulzeiteinteilung; Kooperatives Lernen
Abstract	With the introduction of "Next Generation Science Standards" ("NGSS"), teachers have been called to find meaningful and engaging ways to teach science content while incorporating engineering practices and, to a lesser extent, computing and computational thinking. The task becomes even more complex when they also have to integrate mathematics under the umbrella of STEM (science, technology, engineering, and math) education. To be of high quality, this integration needs to be intentional and specific, with consideration given to both content and context (Bryan, Moore, Johnson, & Roehrig, 2015). This article describes an integrated STEM unit where students worked on a project requiring an interdisciplinary solution authentic to complex problems in the real world (English, King, & Smeed, 2016). It also highlights core features that supported disciplinary engagement, improved interdisciplinary learning, and increased awareness and interest in engineering specifically and STEM more broadly, with the goal of providing a framework to support engineering education as situated within the broader context of STEM learning. (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	2020/1/01