Walking the Walk: An Integrated STEM Project for Elementary Teachers
Preparing effective STEM (science, technology, engineering, mathematics) education teachers has become a priority of national economic importance (National Research Council [NRC], 2007) and this goal depends on teachers who understand content and possess effective teaching practices that impact student learning true integration of STEM will require significant changes in classroom practices, shifting away from traditional instruction and begin with teacher preparation. The present article originates from an interdisciplinary STEM project within an elementary teacher preparation program that has a stated and explicit STEM focus for undergraduate pre-service elementary teachers, yet this investigation also applies to practicing teachers interested in STEM integration. The investigation aims to blur the rigid boundaries that traditionally separate school subjects. Here we highlight a unified investigation project that spans not only disciplines and courses but also pre-service teachers’ (PSTs’) mindsets.
Ball, D. (1998). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education 51(3), 241-247.
Bayer (2010). A Compendium of Best Practice K-12 STEM Education Programs. Retrieved from: http://www.bayerus.com/msms/web_docs/compendium.pdf
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.
Curran, E. A., & Stokes, M. J. (2003). Learning to control brain activity: A review of the production and control of EEG components for driving brain–computer interface (BCI) systems. Brain and cognition, 51(3), 326-336.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English education, 258-280.
Lakshmanan, A., Heath, B. P., Perlmutter, A., & Elder, M. (2011). The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction. Journal of Research in Science Teaching, 48(5), 534-551.
Morrell, P. D., & Carroll, J. B. (2003). An Extended Examination of Preservice Elementary Teachers’ Science Teaching Self‐Efficacy. School Science and Mathematics, 103(5), 246-251.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.
National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
National Research Council. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy Press.
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Repko, A. F. (2012). Interdisciplinary Research: Process and Theory. Thousand Oaks, CA: SAGE Publications, Inc.
Sandholtz, J. H., & Ringstaff, C. (2014). Inspiring instructional change in elementary school science: The relationship between enhanced self-efficacy and teacher practices. Journal of Science Teacher Education, 1-23.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Tilgner, P. J. (1990). Avoiding science in the elementary school. Science Education, 74, 421-431.
Venville, G., Rennie, L., Wallace, J. (2012). ‘Curriculum integration: Challenging the assumption of school science as powerful knowledge’. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second International Handbook of Science Education (Vol. 2, pp. 737-749). Dordrecht, The Netherlands: Springer.
Weiss, I.R., Banilower, E.R., McMahon, K.C., & Smith, P.S. (2001). Report of the 2000 National Survey of Science and Mathematics Education. Chapel Hill, NC: Horizon Research, Inc.