Identifying and Overcoming Obstacles in Integrated STEM Education Through Research and Practice.
Prof. Gillian Roehrig and Assoc. Prof. Emily Dare
The focus on Science, Technology, Engineering, and Mathematics education - commonly referred to as STEM education - has been lauded and critiqued since its inception in the 1990s. In more recent years and specifically within K-12 education, the term “STEM education” has been synonymous with integrated STEM education. This approach challenges the traditional, isolated approach to teaching STEM content in favour of a pedagogical shift that requires educators to consider multiple STEM disciplines simultaneously. In this, integrated STEM education puts forth a more realistic representation of how STEM content is used beyond the confines of formal education. While most literature agrees that integrated STEM education includes the use of real-world contexts, more student-centered approaches, and intentional development of 21st century skills, defining integrated STEM education for practice has been challenging. Teachers and other stakeholders hold different conceptions of integrated STEM and until recently there has not been a tangible framework for practical use. Our work has centered on developing a 10-item observation protocol designed for integrated STEM teaching in K-12 science and engineering classrooms. This protocol starts a new conversation within these educational spaces to not only conduct educational research, but also lead the way in helping others develop their integrated STEM classroom practices. Our initial work with this protocol has helped to illuminate what is currently practiced in classrooms, helping to identify additional areas for research, but more importantly to understand how to better support teachers in their efforts.
Date: Tuesday 5th July, 2022
Location: Room 243, LTB, (&/or online via Zoom), Monash University, Clayton Campus
RSVP :By Saturday 4th June, 2022 (by completing this Google Form: https:/forms.gle/weQfABhD4TnRQXLF6*)
*The Zoom link and further event details will be provided through this form
VISITING SCHOLAR BIOGRAPHIES:
Gillian Roehrig is a Professor of STEM Education at the University of Minnesota. Her research explores issues of professional development for K-12 science teachers, with a focus on implementation of integrated STEM learning environments and induction and mentoring of beginning secondary science teachers. Her work in integrated STEM explores teachers' conceptions and implementation of STEM, curriculum development, and student learning in small groups during STEM lessons. She has received over $50 million in federal and state grants and published over 130 peer-reviewed journal articles and book chapters. She is a former president of the Association for Science Teacher Education and currently serves as president of NARST.
Emily Dare is an Associate Professor of Science Education at Florida International University in Miami, FL. Her research interests lie primarily in the realm of integrated STEM education within the context of K-12 science classrooms. This research aims to support science teachers as they transition from traditional science teaching to bring new initiatives and pedagogies to their classrooms. Further, this research aims to understand how these newly implemented practices impact students’ attitudes, interests, and achievement in STEM, especially for those who have been historically underrepresented in STEM fields. Emily is also an Associate Editor for the Journal of Research in Science Teaching and the Journal of Science Teacher Education.