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A Self-Study on Teaching Integrated STEM Education to K-12 Science and Mathematics Teachers

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Critical Questions in STEM Education

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 51))

Abstract

In this study, a science teacher educator conducted a self-study when teaching an integrated STEM methods course to improve her practice and understanding of teaching integrated STEM, as well as how to facilitate K-12 teachers’ development in this domain. The engineering design activities, the use of different instructional models, visiting a STEM middle school, and extended period of collaboration in creating an integrated STEM unit were crucial in facilitating students’ understandings of integrated STEM education. Students have developed more elaborated understandings about engineering, technology and the relationships among the STEM disciplines, personal and practical ways of integrating STEM with an emphasis on explicit content integration and meaningful context. The science educator (author)‘s evolved conceptions of teaching integrated STEM were presented, and the implications for teacher professional development of integrated STEM education were discussed.

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Author information

Authors and Affiliations

  1. California State University, Long Beach, CA, USA

    Xinying Yin

Authors
  1. Xinying Yin
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Correspondence to Xinying Yin .

Editor information

Editors and Affiliations

  1. Curriculum & Instruction, Indiana University, Bloomington, IN, USA

    Valarie L. Akerson  & Gayle A. Buck  & 

Appendix 1: Weekly Course Activities

Appendix 1: Weekly Course Activities

Week

Activity

1

Pre-survey about students’ conceptions of STEM discipline and STEM education.

STEM Disciplines in the real world-- Where do you see science, engineering, mathematics and technology

In Apollo 13 movie clips?

Summary and reflection:

(1) compare and contrast the four disciplines S.T.M.E

(2) collectively illustrate the relationships among the disciplines.

2

Explore “what is engineering and technology”?

1. Reading discussion.

2. Personal written reflection: Reflecting on how your ideas about engineering and technology have

3. Evolved so far. Leave any questions you want to further discuss/explore about.

An introduction to STEM integration framework Honey, M. Pearson, G. & Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Committee on Integrated STEM education; National Academy of engineering; National Research Council. Washington, DC: The National Academies Press.

3

STEM instructional models - Reading discussion.

“Engineering a story” activity. Workshop presented at Association for Science Teacher Education Conference, San Antonio, TX (2014, January)

4

“Engineering a story” activity continued & Design a STEM lesson plan

Students brought their materials and constructed what they designed last time for solving the problem they identified in the “little Bear’s trousers” story.

1. Reflection and discussion -Use the Informed Design Rubric (Crismond & Robin, 2012) to evaluate their own practices

Crismond, David P., & Adams, Robin S. (2012). The informed design teaching and learning matrix.

Journal of Engineering Education, 101(4), pp.738–79

2. Create an integrated STEM lesson based on their activity

5

Design a STEM lesson plan continued.

Class reflection: What are the important elements in a “successful/effective” STEM lesson/unit?

6

Student presented their reading reflections of seven articles or book chapters.

After class reflection:

Based on what you heard and discussed in class, and using people’s reflections/presentations in week 5, summarize three pieces of the most important information (or new ideas) regarding STEM teaching you have learned from the 7 article presentations/activities. Please devote at least one well-written paragraph for each idea (e.g. one topic sentences supported by 3–4 sentences and one conclusion sentence).

7

Visit a local STEM school

Reflection and discussion for what is or is not integrated “STEM” education.

8

Designing a context-based integrated STEM unit as a group.

Pre-project activity:

What makes a “good” issue/driving question

What are the standards you can address during the unit

Students divided the “unit” into different parts and lessons to work in small groups.

9

Designing a context-based integrated STEM unit as a group

Students brought in their individual lesson plan and presented it.

Both the instructors and peers gave feedback.

Student took it back and revised their lesson plans.

10

Designing a context-based integrated STEM unit as a group

Students presented their revised lesson plans.

We reflected on the STEM unit and the designing process.

Post-survey about students’ conceptions of STEM discipline and STEM education.

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Yin, X. (2020). A Self-Study on Teaching Integrated STEM Education to K-12 Science and Mathematics Teachers. In: Akerson, V.L., Buck, G.A. (eds) Critical Questions in STEM Education. Contemporary Trends and Issues in Science Education, vol 51. Springer, Cham. https://doi.org/10.1007/978-3-030-57646-2_7

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  • DOI: https://doi.org/10.1007/978-3-030-57646-2_7

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