Researchers at Michigan Technological University (MTU) have conducted a study examining what makes science, technology, engineering, and math (STEM) education integration practices work.
The researchers found the greatest challenge teachers face is making explicit connections between STEM fields while balancing the need for context and student engagement.
The team worked with nine middle-school science teachers to assess STEM integration in their classrooms, relying on reflective interviews with the teachers and classroom implementation of data. They found that after implementing integrated STEM instruction, the teachers were already considering ways in which to improve their practice.
This highlights their motivation and dedication to incorporating these approaches in their classrooms, says MTU professor Emily Dare.
The researchers emphasize many of the identified themes are not content-specific, meaning the successes and challenges could be used to identify general struggles that are common to educators who are integrating across STEM disciplines under new teaching standards.
From Michigan Tech News
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