Rural Teachers’ Cultural and Epistemic Shifts in STEM Teaching and Learning

Colby Tofel-Grehl, Kristin A. Searle, Andrea M. Hawkman, Beth L. MacDonald, M. Suárez
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引用次数: 2

Abstract

This article focuses on the ways in which integrated curriculum can improve STEM teaching and learning within rural spaces. Using a design-based research approach, this study focuses on rural teachers' experiences of professional learning and development training as they learn to engage computing and maker technologies in their elementary classrooms as tools for teaching students about difficult histories of immigration, migration, and forced relocation across the United States.
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农村教师在STEM教学中的文化与认识转变
本文关注的是综合课程如何改善农村空间内的STEM教学。本研究采用基于设计的研究方法,重点关注农村教师在小学课堂上学习计算机和创客技术的专业学习和发展培训经验,以此为工具向学生传授美国各地移民、移民和被迫搬迁的艰难历史。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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Strength in Numbers: The Promise of Community-Based Participatory Research in Rural Education. Teacher Positioning in Rural Spaces “I feel the Responsibility” Why Hillbillies Matter in Social Studies Navigating Contentious Times in Rural Education
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