We also identified differences across educators in different roles (e.g., non-STEM teacher, administrator). Conceptualizations of STEM education were related to educational contexts, which included the STEM education professional development activities in which educators engaged. Three themes were included on over 70% of the 34 concept maps: interdisciplinary connections the need for new, ambitious instructional practices in enacting a STEM approach and the engagement of students in real-world problem solving. Concept maps and interview transcripts from 34 educators holding different roles were analyzed: STEM and non-STEM teachers, administrators, and STEM professional development providers. Sensemaking theory framed our analysis of ideas that were being selected and retained in relation to professional learning experiences in three contexts: two traditional middle schools, a STEM-focused school, and state-wide STEM professional development. The purpose of this study was to investigate the commonalities and variations in educators’ conceptualizations of STEM education. Despite increasing attention to STEM education worldwide, there is considerable uncertainty as to what constitutes STEM education and what it means in terms of curriculum and student outcomes.
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