Supporting STEM Education in Secondary Science Contexts

Autor/inn/en	Asghar, Anila; Ellington, Roni; Rice, Eric; Johnson, Francine; Prime, Glenda M.
Titel	Supporting STEM Education in Secondary Science Contexts
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 6 (2012) 2, S.85-125 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1349
Schlagwörter	STEM Education; Secondary School Science; Faculty Development; Secondary School Teachers; Science Teachers; Mathematics Teachers; Teacher Competencies; Problem Based Learning; Teacher Surveys; Interviews; Qualitative Research; Focus Groups; Teacher Attitudes; Teaching Methods; Barriers; Interdisciplinary Approach; Workshops; Participant Observation; Inquiry; Course Content; Maryland + Suchen Sie Ihr Suchwort? STEM; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrkunst; Problem-based learning; Problemorientiertes Lernen; Interviewing; Interviewtechnik; Qualitative Forschung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernwerkstatt; Schulung; Teilnehmende Beobachtung; Kursprogramm
Abstract	Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at improving a group of secondary science and mathematics teachers' competence in using a problem-based approach in the teaching of STEM. Through surveys, qualitative interviews and focus groups, the study investigated the teachers' understanding and perceptions of problem-based learning (PBL) as an approach to interdisciplinary STEM education as well as their perceptions of the personal and systemic challenges in implementing such an approach in their professional practice. This investigation offers insight into how university-based professional development programs can support secondary educators' understanding of, and ability to use an interdisciplinary problem-based STEM approach in their schools and classrooms. The study concludes with implications for practice and a discussion of how future interdisciplinary professional development can be conceptualized. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01