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Integrated STEM for Teacher Professional Learning and Development: 'I Need Time for Practice'

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Title: Integrated STEM for Teacher Professional Learning and Development: 'I Need Time for Practice'
Authors: Burrows, Andrea C. (ORCID 0000-0001-5925-3596), Borowczak, Mike (ORCID 0000-0001-9409-8245), Myers, Adam, Schwortz, Andria C., McKim, Courtney
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1339853
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Astronomy, Preservice Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Science Instruction, Hands on Science, Lesson Plans, Cooperation, Student Attitudes
ISSN: 2227-7102
Abstract: This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014-May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1283111
Database: ERIC
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  Data: Integrated STEM for Teacher Professional Learning and Development: 'I Need Time for Practice'
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  Data: <searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5925-3596">0000-0001-5925-3596</externalLink>)<br /><searchLink fieldCode="AR" term="%22Borowczak%2C+Mike%22">Borowczak, Mike</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9409-8245">0000-0001-9409-8245</externalLink>)<br /><searchLink fieldCode="AR" term="%22Myers%2C+Adam%22">Myers, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Schwortz%2C+Andria+C%2E%22">Schwortz, Andria C.</searchLink><br /><searchLink fieldCode="AR" term="%22McKim%2C+Courtney%22">McKim, Courtney</searchLink>
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: 2227-7102
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  Data: This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014-May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.
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      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Astronomy
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Science Instruction
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      – SubjectFull: Hands on Science
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Cooperation
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      – SubjectFull: Student Attitudes
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      – TitleFull: Integrated STEM for Teacher Professional Learning and Development: 'I Need Time for Practice'
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