Document Type
Article
Publication Date
7-23-2020
Publication Title
Education Sciences
DOI
https://doi.org/10.3390/educsci10080190
ISSN
2227-7102
Abstract
In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM.
Recommended Citation
Glaze, Amanda L..
2020.
"Leveraging communities of practice to build integrated professional learning communities for STEM education."
Education Sciences, 10 (8): MDPI.
doi: https://doi.org/10.3390/educsci10080190 source: https://www.mdpi.com/2227-7102/10/8/190
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/73
Comments
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited