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Teaching and Learning in Online Informal STEM SettingsCarroll, Turhan K. 07 December 2022 (has links)
No description available.
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Perceptions of Technology/Engineering Education Influence on Integrated STEM Teaching and LearningGreene, Clark Wayland 27 June 2024 (has links)
The dynamics of successfully integrating science, technology/engineering and math content, practice, and delivery in K-12 education is still evolving. "A number of questions remain about the best methods by which to effectively teach engineering at the K-12 level and how they play into the integration of other STEM disciplines" (Moore, Glancy, Tank, Kersten, Smith, and Stohlmann, 2014). The International Technology and Engineering Educators Association (ITEEA) has declared that technology and engineering within STEM education as delivered by the technology education content area is defined by the Standards for Technological Literacy™ (ITEEA, 2000). Lack of applied technology/engineering pedagogical content knowledge via technology teacher collaboration may be excluding valuable contributions to more effective STEM teaching and learning. Absence of developed and identified perceptions resulting from such collaborations could be an impediment to application of valuable technology/engineering practices, beliefs, content, and structure within integrated STEM instruction. Collaboration inclusive of all STEM subject teachers is critical to effective practice and delivery of integrated STEM teaching. To achieve this, integrated STEM experiences need "to be researched and evaluated to build knowledge and understanding about the effectiveness of these experiences in promoting STEM learning and engagement within and across disciplines." (Honey et al., 2014).
The purpose of this study was to examine and identify science, math, and technology education teacher perceptions of technology/engineering education influence within existing STEM collaborations. The objective was to provide useful information pertinent to further improving STEM education practice and effectiveness. A three round, mixed method, Delphi approach was employed to determine common perceptions among all STEM teachers included in this study. Consensus among study participants identified strategies specific to technology/engineering education that were perceived to positively impact STEM education.
The results of this study illustrate that content, practice, and pedagogical attributes specific to technology education do exist and that those attributes are perceived to enhance student learning of STEM content and practice. Synthesized from initial qualitative responses in Round One, of the 28 presented technology/engineering strategies, 24 achieved consensus as determined by an applied two factor threshold of a 7.5 median agreement score and interquartile rating of 2.0 or less from among all participants. In a comparison of represented STEM subjects taught, there also appeared significant agreement among all groups. The level of agreement between science and the other groups was weakest, although still sizeable. Engineering design knowledge, skilled use of tools and materials to produce models and prototypes, promotion of designerly critical thinking and problem-solving skills, and both tacit and contextual knowledge of technology and engineering applications were found to be general themes specific to technology/engineering education teachers. / Doctor of Philosophy / The acronym STEM as it applies to education represents a theoretical and practical construct inclusive of Science, Technology, Engineering and Math education. While seemingly a straight-forward concept, wide-spread practice of integrating all of the incorporated subjects is infrequently evident. Inclusion of technology and engineering education subject matter is most often absent in STEM teaching. A myriad of factors such as historical practice, unequal numbers of available teachers across all STEM subjects, longstanding academic tradition, structural and procedural paradigms of school management, and general resistance to change appear to impinge on development of STEM models inclusive of technology/engineering education.
Content and practice of all STEM subjects can be both autonomous and interdependent. A challenge is to both recognize the existence of subject specific content and practice while also developing understanding of how interdisciplinary relationships between STEM subjects can enhance teaching and learning. Lack of applied technology/engineering pedagogical content knowledge via technology/engineering teachers included within STEM collaborations may be excluding valuable contributions to more effective STEM teaching and learning. While instances of STEM teaching inclusive of technology/engineering education are not common, they do exist. Research is needed to identify content and practices specific to technology/engineering education toward determining if those elements positively impact STEM education.
The purpose of this study was to identify science, math, and technology education teacher perceptions of technology/engineering education when included within existing STEM collaborations. The objective was to identify strategies specific to technology/engineering education perceived to positively impact STEM education experiences. STEM teachers of all subjects having participated in fully inclusive collaborations served as study participants and were queried to determine consensus regarding strategies specific to technology/engineering education that were perceived to positively impact STEM education.
The results of this study determined content, practice, and pedagogical attributes specific to technology education. Based upon initial qualitative responses in Round One, 24 of 28 identified technology/engineering education strategies were agreed upon as attributes primary to technology/engineering education. Several themes emerged from the 24 strategies. These themes included engineering design knowledge, skilled use of tools and materials to produce models and prototypes, promotion of designerly critical thinking and problem-solving skills, and both tacit and contextual knowledge of technology and engineering applications. In comparisons organized by subject matter, there appeared significant levels of agreement between each of the groups.
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ELEMENTARY PRESERVICE TEACHERS'COMPETENCE IN PLANNING AND IMPLEMENTING EMPATHIC DESIGN IN CROSS-CULTURAL STEM EDUCATIONSoo Won Shim (16672071) 01 August 2023 (has links)
<p>The Next Generation Science Standards (NGSS Lead States, 2013) promote a new vision of K-12 science education that emphasizes the importance of integrating engineering practices into science education. Recent engineering studies have highlighted design approaches that focus on designers’ empathy, such as human-centered design (Hess & Fila, 2016a; Kouprie & Visser, 2009; Walther et al., 2017). Empathic engineering design approaches can help students understand how engineers understand various users’ contexts and develop effective design solutions. Furthermore, empathy is a key element in cross-cultural education (Gay, 2002; Webb et al., 2012) because it can help teachers create positive interactions with diverse students (Arghode et al., 2013; Warren, 2014). Empathy is an important attribute highlighted in both engineering and cross-cultural education. Therefore, it is necessary for teachers to comprehend and integrate the principles of Human-Centered Design (HCD) approaches to provide more authentic and holistic engineering education. </p>
<p>This study explored elementary preservice teachers’ competence in planning and implementing an empathic engineering design lesson plan in cross-cultural STEM education by applying a module. The module consisted of a researcher-developed elementary science methods unit on designing empathic integrated STEM instruction. Using a convergent mixed methods design (Creswell & Clark, 2018) and 16 participants, this study investigated preservice teachers’ understanding of empathic integrated STEM instruction before and after the module. This study utilized the Interpersonal Reactivity Index (Davis, 1983) to examine preservice teachers’ levels of empathy and the Teaching Engineering Self-Efficacy Scale (Yoon et al., 2014) to measure their self-efficacy. For qualitative data, reflection papers, empathic design lesson plans, and interview transcripts were collected. Thematic analysis (Braun & Clark, 2006) was employed to identify patterns and relationships within the data.</p>
<p>The analysis of a paired samples t-test and a related-samples Wilcoxon signed-rank test showed a significant difference between the means of preservice teachers’ self-efficacy scores before and after the module. However, there was no significant difference in the means of their empathy scores. According to qualitative data analysis, preservice teachers understood the role of empathy in both engineering and cross-cultural education. The module enhanced preservice teachers’ pedagogical strategies regarding empathic techniques and culturally and socially responsive pedagogies. Preservice teachers also discovered the benefits of empathic integrated STEM instruction including broadening one’s perspectives, understanding the value of inclusive designs, and enhancing students’ 21st century skills. After experiencing the module, they felt confident in integrating empathic integrated STEM instruction and recognizing potential challenges of implementation. The study findings show that empathic integrated STEM instruction can be a way to support preservice teachers’ understanding of engineering pedagogical strategies, culturally responsive pedagogy, and the features of integrated STEM instruction. </p>
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