Transdisciplinary Approach in Middle School: A Case Study of Co-Teaching Practices in STEAM Teams
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| Title: | Transdisciplinary Approach in Middle School: A Case Study of Co-Teaching Practices in STEAM Teams |
|---|---|
| Language: | English |
| Authors: | Wu, Yufei (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2021 9(1):138-162. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Interdisciplinary Approach, Language Arts, Social Studies, Art Education, STEM Education, Team Teaching, Middle School Teachers, Grade 8, 21st Century Skills, Authentic Learning, Active Learning, Student Projects, Case Method (Teaching Technique), Energy, Educational Resources, State Standards, Space Utilization, Flexible Scheduling, Learner Engagement |
| Geographic Terms: | New York |
| ISSN: | 2147-611X |
| Abstract: | A call for educational reform motivated this school system to devise an enhanced version of STEM in their middle school. This case provides rich descriptions of how eighth grade middle school teachers, from multiple disciplines, enacted a STEAM team model that integrated Language Arts into STEM. These STEAM team teachers were systematically studied during field observations of 100+ class sessions using what they referred to as "transdisciplinary co-teaching," flexible scheduling, and multiple types of physical spaces to further engage students. Different dimensions of co-teaching were observed. The most frequently observed was "reconstructed," followed by "predisciplinary," "correlated," and "shared." Types of instruction other than "reconstructed," did not fit the school's proposed definitions of "transdisciplinary co-teaching." Thoughts are shared on lessons learned. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1281917 |
| Database: | ERIC |
| Abstract: | A call for educational reform motivated this school system to devise an enhanced version of STEM in their middle school. This case provides rich descriptions of how eighth grade middle school teachers, from multiple disciplines, enacted a STEAM team model that integrated Language Arts into STEM. These STEAM team teachers were systematically studied during field observations of 100+ class sessions using what they referred to as "transdisciplinary co-teaching," flexible scheduling, and multiple types of physical spaces to further engage students. Different dimensions of co-teaching were observed. The most frequently observed was "reconstructed," followed by "predisciplinary," "correlated," and "shared." Types of instruction other than "reconstructed," did not fit the school's proposed definitions of "transdisciplinary co-teaching." Thoughts are shared on lessons learned. |
|---|---|
| ISSN: | 2147-611X |
