Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers' Conceptions of Integrated STEM Education

Autor/inn/en	Dare, Emily Anna; Keratithamkul, Khomson; Hiwatig, Benny Mart; Li, Feng
Titel	Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers' Conceptions of Integrated STEM Education
Quelle	In: Education Sciences, 11 (2021), Artikel 737 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dare, Emily Anna) ORCID (Hiwatig, Benny Mart)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	STEM Education; Science Careers; Career Awareness; Science Teachers; Teacher Attitudes; Elementary Secondary Education; 21st Century Skills; Skill Development; Integrated Curriculum; Problem Based Learning; Relevance (Education) + Suchen Sie Ihr Suchwort? STEM; Karrierebewusstsein; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Problem-based learning; Problemorientiertes Lernen; Relevance; Relevanz
Abstract	Understanding teachers' conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction. This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms. Our findings show that all teacher participants viewed STEM education from an integrative perspective that fosters the development of 21st century skills, using real-world problems to motivate students. Our findings also reveal that teachers have varying ideas related to the STEM disciplines within integrated STEM instruction, which could assist teacher educators in preparing high-quality professional development experiences. Findings related to real-world problems, 21st century skills, and STEM careers provide a window into how to best support teachers to include these characteristics into their teaching more explicitly. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01