Integrated STEM: Views and Challenges of Engineering and Technology Education K-12 Teachers

Autor/inn/en	Asunda, Paul A.; Walker, Chastity
Titel	Integrated STEM: Views and Challenges of Engineering and Technology Education K-12 Teachers
Quelle	In: Career and Technical Education Research, 43 (2018) 2, S.179-194 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-754X
Schlagwörter	STEM Education; Engineering Education; Technology Education; Elementary Secondary Education; Elementary School Students; Secondary School Teachers; Teacher Attitudes; Educational Practices; Integrated Curriculum + Suchen Sie Ihr Suchwort? STEM; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Lehrerverhalten; Bildungspraxis
Abstract	This study examined engineering and technology education and K-12 teachers understandings of integrated STEM in an attempt to understand how best we can develop assessment practices and instructional practices to support learning in integrated STEM environments. Survey design was utilized to collect data through Qualtrics Survey Software. Descriptive statistics, i.e. percentages, were employed to provide teachers perspectives with regard to the question guiding this study. Findings revealed that teachers offered mixed reactions even though they acknowledged the power of integrating STEM disciplines through design challenges in a -based learning fashion. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. Web site: http://acteronline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01