2019 Conference Archive (Archived)
An Integrative Approach to STEM Education Methods Courses for K-12 Teachers
Session Format
Conference Session (20 minutes)
Target Audience
K12 Educators
Copyright
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Location
Research Burst 4 (PARB 227)
Abstract for the conference program
K-12 STEM teachers are faced with the challenge to implement a STEM curriculum integrated across content areas with rich tasks that address real-world concerns. STEM teachers may find their backgrounds in one or two content areas have left them underprepared for integrative planning. In developing two methods courses for our graduate STEM Endorsement program in the College of Education, one with science as the emphasis and one with mathematics, we realized that our courses should be coordinated and integrated, and adapted to have more emphasis on engineering and technology. This presentation is intended to give the audience an overview of how we have integrated and adapted these two courses in an effort to model content integration while addressing the needs of STEM teachers for professional learning about integrative planning and implementation of STEM curriculum. We intend to follow with a discussion of ideas on integrating teacher education courses and content.
Proposal Track
T2: Applied STEM Education
Start Date
3-22-2019 4:15 PM
End Date
3-22-2019 4:35 PM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Gault, Rebecca G.; Britton, Stacey; and Edelman, Jennifer, "An Integrative Approach to STEM Education Methods Courses for K-12 Teachers" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 26.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/26
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An Integrative Approach to STEM Education Methods Courses for K-12 Teachers
Research Burst 4 (PARB 227)
K-12 STEM teachers are faced with the challenge to implement a STEM curriculum integrated across content areas with rich tasks that address real-world concerns. STEM teachers may find their backgrounds in one or two content areas have left them underprepared for integrative planning. In developing two methods courses for our graduate STEM Endorsement program in the College of Education, one with science as the emphasis and one with mathematics, we realized that our courses should be coordinated and integrated, and adapted to have more emphasis on engineering and technology. This presentation is intended to give the audience an overview of how we have integrated and adapted these two courses in an effort to model content integration while addressing the needs of STEM teachers for professional learning about integrative planning and implementation of STEM curriculum. We intend to follow with a discussion of ideas on integrating teacher education courses and content.
