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Related Experiment Videos

Understanding science teachers' implementations of integrated STEM curricular units through a phenomenological

Emily A Dare1, Joshua A Ellis1, Gillian H Roehrig2

  • 11Michigan Technological University, 1400 Townsend Drive, Houghton, MI 49931 USA.

International Journal of STEM Education
|January 12, 2019
PubMed
Summary

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Exploring teacher design team endeavors while creating an elementary-focused STEM-integrated curriculum.

International journal of STEM education·2019

This study explored middle school science teachers' first-time experiences with integrated science, technology, engineering, and mathematics (STEM) instruction. Findings reveal varying degrees of integration and highlight challenges in connecting disciplines while maintaining student engagement.

Area of Science:

  • K-12 STEM Education
  • Physical Science Instruction

Background:

  • Current educational reforms emphasize integrating science, technology, engineering, and mathematics (STEM) in K-12 settings.
  • Integrated STEM learning offers real-world, multidisciplinary contexts for students.
  • Research on teachers' experiences with integrated STEM instruction is limited.

Purpose of the Study:

  • To understand middle school physical science teachers' experiences implementing integrated STEM units for the first time.
  • To explore challenges and successes associated with varying degrees of STEM integration.
  • To analyze teachers' perspectives on implementing new STEM initiatives.

Main Methods:

  • Phenomenological multiple case study design.
  • Involved nine middle school physical science teachers.
Keywords:
EngineeringMiddle schoolPhenomenologyPhysical scienceSTEM education

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  • Utilized classroom implementation data and reflective teacher interviews.

    • Main Results:

    • Identified three distinct cases of STEM integration: low, medium, and high.
    • Revealed key themes: nature of integration, discipline choice (science vs. engineering), and student engagement.
    • Teachers faced challenges in explicitly connecting STEM disciplines and maintaining student motivation.

    Conclusions:

    • Implementing integrated STEM initiatives presents challenges for K-12 educators.
    • Findings inform researchers, policymakers, and educators about common struggles in cross-disciplinary integration.
    • Themes identified are broadly applicable to educators integrating multiple content areas for the first time.