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
Summary
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.
- 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.