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Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration./
Author:	Tkachenko, Andrew.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	231 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318546
ISBN:	9798522943905

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.
Tkachenko, Andrew.

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 231 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

This multiple-case study explores the integration experiences of four secondary school science and mathematics teachers. The study draws upon both semi-structured interviews and classroom observations to illustrate each of the participants strategies to STEM integration and to understand the benefits and challenges of each of their approaches. A number of common themes emerged from the individual findings and are consolidated to form the overall results.The results indicate that Project-based learning (PBL) represents the most common approach to STEM integration. The benefits associated with PBL include increases in student engagement and motivation, as well as improvements in achievement that are related to group work and personalization of learning. Challenges to implementation include the need for time for collaboration and professional development, the need for administrative support, and access to resources. Teacher STEM pedagogical content knowledge was identified as a useful construct in assessing teacher needs and the ability to develop authentic and open-ended projects that allow for the personalization of learning. The eight major findings are: (1) project-based learning forms the foundation of STEM integration; (2) teachers notice an improvement in achievement for those students enrolled in STEM programs; (3) project-based learning allows for ongoing feedback loops that enhance teacher tracking and assessment of student progress; (4) field trips and partnerships represent a powerful tool in complementing PBL approaches to STEM integration; (5) STEM integration through a PBL approach requires additional time for teachers; (6) Administrator support for a STEM program is key to its implementation; (7) STEM integrative pedagogical knowledge is regarded as a useful construct in describing the unique skills that are required by teachers who wish to implement STEM integration; and (8) teachers with a high degree of STEM pedagogical content knowledge are better equipped to develop, implement, and adapt projects to suit student needs and interests.STEM integration through a project-based learning approach represents a compelling strategy that offers multiple benefits to student engagement and learning. It also represents a challenging instructional strategy as it requires the coordinated efforts of school administrators and teachers for effective implementation.

ISBN: 9798522943905Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Curriculum Integration

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.
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500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a This multiple-case study explores the integration experiences of four secondary school science and mathematics teachers. The study draws upon both semi-structured interviews and classroom observations to illustrate each of the participants strategies to STEM integration and to understand the benefits and challenges of each of their approaches. A number of common themes emerged from the individual findings and are consolidated to form the overall results.The results indicate that Project-based learning (PBL) represents the most common approach to STEM integration. The benefits associated with PBL include increases in student engagement and motivation, as well as improvements in achievement that are related to group work and personalization of learning. Challenges to implementation include the need for time for collaboration and professional development, the need for administrative support, and access to resources. Teacher STEM pedagogical content knowledge was identified as a useful construct in assessing teacher needs and the ability to develop authentic and open-ended projects that allow for the personalization of learning. The eight major findings are: (1) project-based learning forms the foundation of STEM integration; (2) teachers notice an improvement in achievement for those students enrolled in STEM programs; (3) project-based learning allows for ongoing feedback loops that enhance teacher tracking and assessment of student progress; (4) field trips and partnerships represent a powerful tool in complementing PBL approaches to STEM integration; (5) STEM integration through a PBL approach requires additional time for teachers; (6) Administrator support for a STEM program is key to its implementation; (7) STEM integrative pedagogical knowledge is regarded as a useful construct in describing the unique skills that are required by teachers who wish to implement STEM integration; and (8) teachers with a high degree of STEM pedagogical content knowledge are better equipped to develop, implement, and adapt projects to suit student needs and interests.STEM integration through a project-based learning approach represents a compelling strategy that offers multiple benefits to student engagement and learning. It also represents a challenging instructional strategy as it requires the coordinated efforts of school administrators and teachers for effective implementation.
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