Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh
{"title":"Teachers’ Perceptions on Women in STEM: Breaking the Stereotypes","authors":"Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh","doi":"10.61403/2158-6594.1492","DOIUrl":"https://doi.org/10.61403/2158-6594.1492","url":null,"abstract":"","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135484135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Active learning experiences that incorporate technology, design, and making combine to form an important and necessary pedagogical approach that supports the 21st century skills of collaboration, communication, creativity, digital literacies, and computational thinking as a problem-solving framework. Active learning experiences in teacher preparation serve as a model for future educators to follow, while building the educators' efficacy to conduct future implementations with their own students. In this study, a multidisciplinary Pop-Up Makerspaces activity was conducted as an active hands-on approach to interdisciplinary STEM education. The intersectionality of English language arts with integrated STEM through design and making included: (a) enriching language and integrated STEM literacy, (b) scaffolding and supporting pre- and inservice educators through well-designed active learning as these opportunities help to develop self-efficacy, and (c) exploring new models and frameworks for transdisciplinarity.
{"title":"Investigating an Instructional Model for Integrated STEM in Teacher Education","authors":"Laurie O Campbell, Nicole Damico","doi":"10.61403/2158-6594.1512","DOIUrl":"https://doi.org/10.61403/2158-6594.1512","url":null,"abstract":"Active learning experiences that incorporate technology, design, and making combine to form an important and necessary pedagogical approach that supports the 21st century skills of collaboration, communication, creativity, digital literacies, and computational thinking as a problem-solving framework. Active learning experiences in teacher preparation serve as a model for future educators to follow, while building the educators' efficacy to conduct future implementations with their own students. In this study, a multidisciplinary Pop-Up Makerspaces activity was conducted as an active hands-on approach to interdisciplinary STEM education. The intersectionality of English language arts with integrated STEM through design and making included: (a) enriching language and integrated STEM literacy, (b) scaffolding and supporting pre- and inservice educators through well-designed active learning as these opportunities help to develop self-efficacy, and (c) exploring new models and frameworks for transdisciplinarity.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey
This study examined secondary pre-service science teachers’ understanding of science and engineering practices, the engineering design process, and the scientific method before and after an intervention. Participants were ten pre-service science teachers. Data were collected through a survey and semi-structured interviews. Results show that after the intervention pre- service science teachers developed understanding of science and engineering practices and used more engineering-specific language when describing them. They also developed an understanding that both engineering design process and scientific method are cyclical and iterative and that the two processes share many practices, but the biggest difference between them is in their purposes. Pre-service teachers also said that the redesign process in engineering design, and the repetition of steps can occur at any point in engineering design process and scientific method. These findings have implications for science teacher education, and teaching and learning of science and engineering design in schools.
{"title":"Pre-service science teachers’ understanding of science and engineering practices, engineering design process, and scientific method","authors":"Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey","doi":"10.61403/2158-6594.1500","DOIUrl":"https://doi.org/10.61403/2158-6594.1500","url":null,"abstract":"This study examined secondary pre-service science teachers’ understanding of science and engineering practices, the engineering design process, and the scientific method before and after an intervention. Participants were ten pre-service science teachers. Data were collected through a survey and semi-structured interviews. Results show that after the intervention pre- service science teachers developed understanding of science and engineering practices and used more engineering-specific language when describing them. They also developed an understanding that both engineering design process and scientific method are cyclical and iterative and that the two processes share many practices, but the biggest difference between them is in their purposes. Pre-service teachers also said that the redesign process in engineering design, and the repetition of steps can occur at any point in engineering design process and scientific method. These findings have implications for science teacher education, and teaching and learning of science and engineering design in schools.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, DeAnnia Clements
Due to a shortage of rural computer science teachers, researchers used a three-phase method to design a computer science endorsement, which will be coupled with an instructional coaching endorsement within an Educational Specialist degree program. The team conducted interviews of teachers as well as school and district level administrators in rural areas to determine needs and resources available to develop computer science master teachers. Interviewers also investigated recruitment, preparation and support processes pertinent to the program. Findings included that, although infrastructure for wireless access is lacking, school and district administrators are very interested in supporting teachers to become computer science master teachers. STEM teachers are especially interested in computer science content related to their teaching field. Partners indicated an interest in developing teacher leaders, in order to encourage a sustainable computer science program in the school and district. Information gathered was used to design a program that intends to meet the needs of potential rural computer science master teachers.
{"title":"Designing a Program to Develop Computer Science Master Teachers for an Underserved Rural Area","authors":"Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, DeAnnia Clements","doi":"10.61403/2158-6594.1488","DOIUrl":"https://doi.org/10.61403/2158-6594.1488","url":null,"abstract":"Due to a shortage of rural computer science teachers, researchers used a three-phase method to design a computer science endorsement, which will be coupled with an instructional coaching endorsement within an Educational Specialist degree program. The team conducted interviews of teachers as well as school and district level administrators in rural areas to determine needs and resources available to develop computer science master teachers. Interviewers also investigated recruitment, preparation and support processes pertinent to the program. Findings included that, although infrastructure for wireless access is lacking, school and district administrators are very interested in supporting teachers to become computer science master teachers. STEM teachers are especially interested in computer science content related to their teaching field. Partners indicated an interest in developing teacher leaders, in order to encourage a sustainable computer science program in the school and district. Information gathered was used to design a program that intends to meet the needs of potential rural computer science master teachers.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135484131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Professional development for STEM instructors and facilitating change in their instruction requires understanding current practices along with what motivates or causes them to change their teaching practice. Teaching during the Covid-19 pandemic caused a lot of change in how courses were delivered in-person or online, but it also provided opportunities for instructors to change the teaching method used in the courses, potentially shifting towards more student-centered practices. Some commonly cited barriers to faculty changes were removed or lowered during this time and instructors had to think about their teaching due to the nature of the pandemic. Opportunity for change was present which could provide lessons for professional development and STEM reform efforts. This article reports on the analysis of experienced introductory STEM instructors’ syllabi before, during, and after the full Covid-19 pandemic academic year 2020-21. Focus group interviews were also conducted to explore how teaching was impacted by the Covid-19 pandemic. Findings suggest that little changed in instructional strategies, and that the experience likely reinforced teaching practices from prior to Covid. There was no indication of intent to improve or change instruction in anyway. Take aways for professional development and teaching reform with experienced STEM faculty are discussed.
{"title":"Impact of Covid-19 Pandemic on Experienced Introductory STEM Instructors’ Teaching Practices","authors":"Sarah Boesdorfer","doi":"10.61403/2158-6594.1511","DOIUrl":"https://doi.org/10.61403/2158-6594.1511","url":null,"abstract":"Professional development for STEM instructors and facilitating change in their instruction requires understanding current practices along with what motivates or causes them to change their teaching practice. Teaching during the Covid-19 pandemic caused a lot of change in how courses were delivered in-person or online, but it also provided opportunities for instructors to change the teaching method used in the courses, potentially shifting towards more student-centered practices. Some commonly cited barriers to faculty changes were removed or lowered during this time and instructors had to think about their teaching due to the nature of the pandemic. Opportunity for change was present which could provide lessons for professional development and STEM reform efforts. This article reports on the analysis of experienced introductory STEM instructors’ syllabi before, during, and after the full Covid-19 pandemic academic year 2020-21. Focus group interviews were also conducted to explore how teaching was impacted by the Covid-19 pandemic. Findings suggest that little changed in instructional strategies, and that the experience likely reinforced teaching practices from prior to Covid. There was no indication of intent to improve or change instruction in anyway. Take aways for professional development and teaching reform with experienced STEM faculty are discussed.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers’ perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education. In particular, building on the course readings, we discuss teachers’ emergent approaches to address gender stereotypes in teaching practice that improve girls' participation in STEM fields. Data is collected from a pre-course survey and teachers’ discussions during the course. Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts were used to elicit teachers’ insights on gender stereotypes in education. A thematic analysis method was then employed to discuss strategies for challenging gender stereotypes in teaching practice from teachers’ discussion posts. Teachers recognize that gender stereotypes have been embedded in the social norms that influence teachers’ practice in an underlying way. Three promising strategies are identified to address gender stereotypes in STEM education, including integrating role models into the curriculum, developing a growth mindset, and promoting justice classroom discourse. We also discussed ways to support teachers in addressing gender stereotypes in their practices.
{"title":"Volume 58-1 Complete Issue","authors":"","doi":"10.61403/2158-6594.1520","DOIUrl":"https://doi.org/10.61403/2158-6594.1520","url":null,"abstract":"Drawing on an online professional development modular course that addressed critical approaches to the issues of race, immigration, English Language Learners (ELLs)/Emerging Bilinguals (EBs), and gender and sexual orientation, this paper reports teachers’ perceptions on gender stereotypes in Science, Technology, Engineering, and Mathematics (STEM) education. In particular, building on the course readings, we discuss teachers’ emergent approaches to address gender stereotypes in teaching practice that improve girls' participation in STEM fields. Data is collected from a pre-course survey and teachers’ discussions during the course. Centering on the course readings from theoretical and empirical research that address gender issues, discussion prompts were used to elicit teachers’ insights on gender stereotypes in education. A thematic analysis method was then employed to discuss strategies for challenging gender stereotypes in teaching practice from teachers’ discussion posts. Teachers recognize that gender stereotypes have been embedded in the social norms that influence teachers’ practice in an underlying way. Three promising strategies are identified to address gender stereotypes in STEM education, including integrating role models into the curriculum, developing a growth mindset, and promoting justice classroom discourse. We also discussed ways to support teachers in addressing gender stereotypes in their practices.","PeriodicalId":498826,"journal":{"name":"Journal of sTEm Teacher Education","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136009001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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