<p>STEM education has
been a topic of reform in education for many years and it has recently focused
primarily on the education methodology called STEM integration. Universities
and state departments of education have defined teacher education programs and STEM
initiatives that explore the necessary ingredients for a curriculum using this
methodology, but they do not provide explicit instructions for the design of
the learning environment. The purpose of this study was to explore the question
"What are the characteristics of high school learning environments that
support integrated STEM instruction?" </p>
<p>This qualitative
study used a postpositive lens and multiple-case study framework to distill the
experiences and evidence gathered from four STEM certified high schools in the
state of Indiana. This distillation resulted in three universal themes common
to each school which were: the allocation of universally accessible free space
for STEM integration, the importance for mobility of resources and students,
and the need for supportive technological resources. </p>
<p>This study is
applicable to both those who are educators working in STEM education and those
researchers looking to understand the STEM integration paradigm or learning
environment design. Educators can use this study to plan their own learning
environments and researchers can use this study as a pilot to many other
outlets in the topic of STEM integration. </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/15035748 |
| Date | 22 July 2021 |
| Creators | Michael W. Coots (5930588) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/LEARNING_ENVIRONMENTS_FOR_STEM_INTEGRATION/15035748 |
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