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Articles 1 - 20 of 20
Full-Text Articles in Education
Pre-Service Science Teachers’ Understanding Of Science And Engineering Practices, Engineering Design Process, And Scientific Method, Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey
Pre-Service Science Teachers’ Understanding Of Science And Engineering Practices, Engineering Design Process, And Scientific Method, Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey
Journal of STEM Teacher Education
This study examined secondary pre-service science teachers’ understanding of science and engineering practices, the engineering design process, and the scientific method before and after an intervention. Participants were ten pre-service science teachers. Data were collected through a survey and semi-structured interviews. Results show that after the intervention pre- service science teachers developed understanding of science and engineering practices and used more engineering-specific language when describing them. They also developed an understanding that both engineering design process and scientific method are cyclical and iterative and that the two processes share many practices, but the biggest difference between them is in their …
Impact Of Covid-19 Pandemic On Experienced Introductory Stem Instructors’ Teaching Practices, Sarah Boesdorfer
Impact Of Covid-19 Pandemic On Experienced Introductory Stem Instructors’ Teaching Practices, Sarah Boesdorfer
Journal of STEM Teacher Education
Professional development for STEM instructors and facilitating change in their instruction requires understanding current practices along with what motivates or causes them to change their teaching practice. Teaching during the Covid-19 pandemic caused a lot of change in how courses were delivered in-person or online, but it also provided opportunities for instructors to change the teaching method used in the courses, potentially shifting towards more student-centered practices. Some commonly cited barriers to faculty changes were removed or lowered during this time and instructors had to think about their teaching due to the nature of the pandemic. Opportunity for change was …
Designing A Program To Develop Computer Science Master Teachers For An Underserved Rural Area, Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, Deannia Clements
Designing A Program To Develop Computer Science Master Teachers For An Underserved Rural Area, Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, Deannia Clements
Journal of STEM Teacher Education
Due to a shortage of rural computer science teachers, researchers used a three-phase method to design a computer science endorsement, which will be coupled with an instructional coaching endorsement within an Educational Specialist degree program. The team conducted interviews of teachers as well as school and district level administrators in rural areas to determine needs and resources available to develop computer science master teachers. Interviewers also investigated recruitment, preparation and support processes pertinent to the program. Findings included that, although infrastructure for wireless access is lacking, school and district administrators are very interested in supporting teachers to become computer science …
Teachers’ Perceptions On Women In Stem: Breaking The Stereotypes, Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh
Teachers’ Perceptions On Women In Stem: Breaking The Stereotypes, Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh
Journal of STEM Teacher Education
Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers’ perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education. In particular, building on the course readings, we discuss teachers’ emergent approaches to address gender stereotypes in teaching practice that improve girls' participation in STEM fields. Data is collected from a pre-course survey and teachers’ discussions during the course. Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts …
Teaching Elementary Mathematics With Educational Robotics, Yuling Zhuang, Jonathan K. Foster, Annamarie Conner, Barbara A. Crawford, Tim Foutz, Roger B. Hill
Teaching Elementary Mathematics With Educational Robotics, Yuling Zhuang, Jonathan K. Foster, Annamarie Conner, Barbara A. Crawford, Tim Foutz, Roger B. Hill
Journal of STEM Teacher Education
Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, …
Underrepresentation Of Minoritized Groups In Stem Education: A Metasynthesis Review, Kate Neally
Underrepresentation Of Minoritized Groups In Stem Education: A Metasynthesis Review, Kate Neally
Journal of STEM Teacher Education
This metasynthesis review analyzes the possible influences impacting the underrepresentation of People of Color (POC) in science, technology, engineering, and mathematics (STEM) education. Underrepresented minoritized (URM) groups are defined in this article as Black and Latinx populations due to their low representation in STEM education professions (National Science Foundation, 2019). This review explores the possible influences at the high school and undergraduate levels in STEM and education. Previous research has explored the racism impacting the underrepresentation of POC in both STEM and education, but little research has examined the intersectionality of STEM education. The purpose of this metasynthesis review is …
Online Interdisciplinary Stem Education: A Case Of Co-Teaching For Social Justice, Rebecca G. Gault, Stacey Britton
Online Interdisciplinary Stem Education: A Case Of Co-Teaching For Social Justice, Rebecca G. Gault, Stacey Britton
Journal of STEM Teacher Education
This paper presents the process two professors engaged in to develop a co-taught model for two online graduate courses taught concurrently as part of a justice-oriented STEM education curriculum. Students in the courses, who are k-12 teachers, contributed to the development of the courses across iterations through feedback and discussions with the professors. Our previous co-teaching experiences in face-to-face courses supported by literature on co-teaching in higher education online environments were instrumental in preparing for the initial semester and ongoing development of these two co-taught courses. Development of the courses also relied on extensive cogenerative dialogue that resulted in a …
Early Field Experiences For Stem Undergraduates : A Possible Pathway Into Teaching, Judith Quander, Timothy Redl
Early Field Experiences For Stem Undergraduates : A Possible Pathway Into Teaching, Judith Quander, Timothy Redl
Journal of STEM Teacher Education
In this article, the authors describe an effort to recruit undergraduate STEM majors to secondary STEM teaching through engaging them in an early field experience by which the majors serve as peer advisors as part of a summer program for middle and high school students. The authors report on longitudinal data indicating that a fair number of peer advisors did go on to a career in teaching. Using qualitative data, the authors discuss how the participants reflect on opportunities for professional identity development as part of their experience in serving as peer advisors. Connections between these opportunities and participants' decisions …
Stem Major Perceptions And Persistence To Teacher Certification, Chrissy Cross Ph.D., Keith Hubbard, Dennis A. Gravatt, Lesa Beverly
Stem Major Perceptions And Persistence To Teacher Certification, Chrissy Cross Ph.D., Keith Hubbard, Dennis A. Gravatt, Lesa Beverly
Journal of STEM Teacher Education
In this qualitative research study, researchers from a rural regional university in Texas examined the perceptions of STEM teaching and persistence to STEM teacher certification in a group of STEM majors participating in a hybrid recruitment and early intense field experience. The findings from this study indicate that the hybrid recruitment and early field experience influences the desire of the STEM majors to persist to teacher certification and influences the accuracy of their perceptions regarding STEM teaching and general perceptions of teaching as a career.
Don't Run Out Of Steam! Barriers To A Transdisciplinary Learning Approach, Jennifer C. Caton
Don't Run Out Of Steam! Barriers To A Transdisciplinary Learning Approach, Jennifer C. Caton
Journal of STEM Teacher Education
Reform-based instruction can maximize learning and provide equitable access for students in both mathematics and science. A proposal for change by national organizations shed light on the need for programs in integrated science, technology, engineering, and mathematics (STEM) or with the inclusion of the arts (STEAM). A balanced approach to integrated STEAM education uses real issues from around the world to challenge students to be innovative, creative, and think critically about ways they can provide solutions. The purpose of this article is to highlight the potential of a transdisciplinary STEAM instructional approach, while examining the barriers that teachers face in …
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Preservice Science And Mathematics Teachers’ Acculturation Into Communities Of Practice: A Call For Undergraduate Research In Science And Mathematics Teacher Preparation, Kara Esther Baldwin, Rebekka Darner
Journal of STEM Teacher Education
Current mathematics and science standards, namely the Common Core State Standards of Mathematics (CCSSM) and the Next Generation Science Standards (NGSS), emphasize engaging students in mathematical and scientific practices. This review article is driven by the question: How can we expect science and mathematics teachers to appropriately engage students in the practices of the scientific and mathematical disciplines, when most teachers themselves lack experience practicing as scientists and mathematicians? To address this question, we review the literature on teachers’ understanding of their discipline’s practices, disciplinary practices as means to engage in inquiry, and how preservice teacher engagement in undergraduate research …
What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman
What Stem Teachers Need To Know And Do To Engage Families Of Emergent Multilingual Students (English Language Learners), Lisa Hoffman, Emily Suh, Alan Zollman
Journal of STEM Teacher Education
STEM teacher educators are aware that we teach far more than content-specific methodology. Educators need to guide STEM teachers in the knowledge and skills to support emergent multilingual students (English language learners, or ELLs) by simultaneously developing their STEM content learning and scaffolding their language acquisition (Hoffman & Zollman, 2016; Suh, Hoffman, & Zollman, 2020). Research identifies the family unit having a profound effect upon student learning and educational choices. Educators, educational researchers, and policymakers alike recognize the importance of family involvement in education (Grant & Ray, 2019). Although previous family engagement initiatives have focused on teaching families from a …
Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu
Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu
Journal of STEM Teacher Education
Since the emergence of the fourth industrial revolution which calls for a new model of learning for the twenty-first century learners, it has been argued that the nature of problems that learners must solve in science, technology, engineering and mathematics (STEM) must also be transformed to enable new forms of learning skills that are needed to tackle complex global challenges. However, the question of how best to teach these skills purposefully and explicitly is largely overlooked. STEM education reformers recognize that the lecture method or traditional method of teaching is highly ineffective for teaching twenty-first century competencies and skills that …
Full Steam Ahead: Creating Interdisciplinary Informal Learning Opportunities For Early Childhood Teacher Candidates, Sara L. Hartman, Danielle Dani
Full Steam Ahead: Creating Interdisciplinary Informal Learning Opportunities For Early Childhood Teacher Candidates, Sara L. Hartman, Danielle Dani
Journal of STEM Teacher Education
Early childhood teacher candidates benefit when presented with opportunities to engage meaningfully with their clinically-based school community. Informal learning events that are hosted after school hours but within school settings present a valuable way to provide these opportunities. Too often, content areas exist in isolation in classrooms, a stark contrast to the real world where content is connected and overlapping. Additionally, while many early childhood teachers express insecurity about their ability to teach STEM content, an integrated STEAM (STEM + Arts & Humanities) approach may help to promote comfort with STEM content and presents an authentic example of content integration. …
Fab Fridays: Fostering Elementary Teacher Candidate Preparation Through Informal Stem Events, Jennifer R. Meadows, Jane Baker, Stephanie Wendt
Fab Fridays: Fostering Elementary Teacher Candidate Preparation Through Informal Stem Events, Jennifer R. Meadows, Jane Baker, Stephanie Wendt
Journal of STEM Teacher Education
Informal STEM learning opportunities offered outside of the structured school day have been gaining popularity in today’s STEM-oriented culture. These are venues where children and their families gather to engage and explore in science, technology, engineering, and math —together. For a number of years, faculty from the College of Education at Tennessee Tech University have been promoting these events for the local community, free of charge, to encourage and foster a love for STEM Education. Methods professors recognize these events as golden opportunities for teacher candidates enrolled to learn about STEM content while aiding in the development of their pedagogy. …
Stem Faculty Experience Teaching Students With Autism, Solvegi Shmulsky, Ken Gobbo, Michelle W. Bower
Stem Faculty Experience Teaching Students With Autism, Solvegi Shmulsky, Ken Gobbo, Michelle W. Bower
Journal of STEM Teacher Education
College students who have an autism spectrum condition study in STEM fields at a higher rate than their neurotypical peers, and they face documented challenges in postsecondary education. Given the proportionally higher representation of autism in STEM majors, it is important to study what works best, from an educational standpoint, for this diverse group of students. The purpose of this qualitative study is to document the experience and insight of college faculty about unique learner qualities related to autism and the qualities most needed in STEM fields. In-depth interviews were conducted with 12 STEM faculty members about their experience teaching …
Elementary Education In-Service Teachers’ Familiarity, Interest, Conceptual Knowledge And Performance On Science Process Skills, Frackson Mumba, Erin Miles, Vivien Chabalengula
Elementary Education In-Service Teachers’ Familiarity, Interest, Conceptual Knowledge And Performance On Science Process Skills, Frackson Mumba, Erin Miles, Vivien Chabalengula
Journal of STEM Teacher Education
Although studies have examined teachers’ science process skills, little is known about the extent to which in-service elementary teachers are familiar with science process skills and are interested in learning more about science process skills. Therefore, the purposes of this research study were to determine (a) in-service elementary teachers’ familiarity with, interest in, conceptual knowledge of, and performance on science process skills and (b) how in-service elementary teachers’ familiarity with, interest in, conceptual knowledge of, and performance on science process skills relate to each other. Forty-eight elementary teachers in 21 schools in the United States participated in this study. Data …
How Does Training From A Stem Elementary Education Program Influence An Elementary Teacher’S Instruction And Experiences?, Courtney G. Mayakis, Jessica R. Robinson, John Williams Iii
How Does Training From A Stem Elementary Education Program Influence An Elementary Teacher’S Instruction And Experiences?, Courtney G. Mayakis, Jessica R. Robinson, John Williams Iii
Journal of STEM Teacher Education
In the United States, innovation and our economy seem to be lacking in comparison to other countries. Many cite the shortage of individuals interested in STEM careers as part of the problem. The following research article addresses how STEM programs may influence the efficacy and practice of curriculum integration as well as the mathematics and science instruction of teachers in elementary education. Data were collected using interviews and taped instruction from an elementary educator who graduated from a STEM-focused elementary program. This exploratory case study will aid in understanding how preservice programs focusing on STEM-integrated curriculum in elementary education can …
Educators’ Perceptions Of Integrated Stem: A Phenomenological Study, Brian K. Sandall, Darrel L. Sandall, Abram L. J. Walton
Educators’ Perceptions Of Integrated Stem: A Phenomenological Study, Brian K. Sandall, Darrel L. Sandall, Abram L. J. Walton
Journal of STEM Teacher Education
The study utilized a semistructured interview approach to identify phenomena that are related to integrated STEM education by addressing the question: What are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition’s implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways: by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration, project-based learning, …
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Journal of STEM Teacher Education
This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. …