東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration./
作者:	Tkachenko, Andrew.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	231 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318546
ISBN:	9798522943905

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.
Tkachenko, Andrew.

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 231 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

This multiple-case study explores the integration experiences of four secondary school science and mathematics teachers. The study draws upon both semi-structured interviews and classroom observations to illustrate each of the participants strategies to STEM integration and to understand the benefits and challenges of each of their approaches. A number of common themes emerged from the individual findings and are consolidated to form the overall results.The results indicate that Project-based learning (PBL) represents the most common approach to STEM integration. The benefits associated with PBL include increases in student engagement and motivation, as well as improvements in achievement that are related to group work and personalization of learning. Challenges to implementation include the need for time for collaboration and professional development, the need for administrative support, and access to resources. Teacher STEM pedagogical content knowledge was identified as a useful construct in assessing teacher needs and the ability to develop authentic and open-ended projects that allow for the personalization of learning. The eight major findings are: (1) project-based learning forms the foundation of STEM integration; (2) teachers notice an improvement in achievement for those students enrolled in STEM programs; (3) project-based learning allows for ongoing feedback loops that enhance teacher tracking and assessment of student progress; (4) field trips and partnerships represent a powerful tool in complementing PBL approaches to STEM integration; (5) STEM integration through a PBL approach requires additional time for teachers; (6) Administrator support for a STEM program is key to its implementation; (7) STEM integrative pedagogical knowledge is regarded as a useful construct in describing the unique skills that are required by teachers who wish to implement STEM integration; and (8) teachers with a high degree of STEM pedagogical content knowledge are better equipped to develop, implement, and adapt projects to suit student needs and interests.STEM integration through a project-based learning approach represents a compelling strategy that offers multiple benefits to student engagement and learning. It also represents a challenging instructional strategy as it requires the coordinated efforts of school administrators and teachers for effective implementation.

ISBN: 9798522943905Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Curriculum Integration

Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.
LDR:03595nmm a2200385 4500 001 2345540
005 20230119160015.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798522943905
035 $a (MiAaPQ)AAI28318546
035 $a AAI28318546
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tkachenko, Andrew. $3 3684500
245 1 0 $a Investigating Secondary School Teachers' Understandings of and Approaches to STEM Integration.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 231 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: McDougall, Douglas.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This multiple-case study explores the integration experiences of four secondary school science and mathematics teachers. The study draws upon both semi-structured interviews and classroom observations to illustrate each of the participants strategies to STEM integration and to understand the benefits and challenges of each of their approaches. A number of common themes emerged from the individual findings and are consolidated to form the overall results.The results indicate that Project-based learning (PBL) represents the most common approach to STEM integration. The benefits associated with PBL include increases in student engagement and motivation, as well as improvements in achievement that are related to group work and personalization of learning. Challenges to implementation include the need for time for collaboration and professional development, the need for administrative support, and access to resources. Teacher STEM pedagogical content knowledge was identified as a useful construct in assessing teacher needs and the ability to develop authentic and open-ended projects that allow for the personalization of learning. The eight major findings are: (1) project-based learning forms the foundation of STEM integration; (2) teachers notice an improvement in achievement for those students enrolled in STEM programs; (3) project-based learning allows for ongoing feedback loops that enhance teacher tracking and assessment of student progress; (4) field trips and partnerships represent a powerful tool in complementing PBL approaches to STEM integration; (5) STEM integration through a PBL approach requires additional time for teachers; (6) Administrator support for a STEM program is key to its implementation; (7) STEM integrative pedagogical knowledge is regarded as a useful construct in describing the unique skills that are required by teachers who wish to implement STEM integration; and (8) teachers with a high degree of STEM pedagogical content knowledge are better equipped to develop, implement, and adapt projects to suit student needs and interests.STEM integration through a project-based learning approach represents a compelling strategy that offers multiple benefits to student engagement and learning. It also represents a challenging instructional strategy as it requires the coordinated efforts of school administrators and teachers for effective implementation.
590 $a School code: 0779.
650 4 $a Education. $3 516579
650 4 $a Secondary education. $3 2122779
650 4 $a Teacher education. $3 3172312
650 4 $a Mathematics education. $3 641129
650 4 $a Science education. $3 521340
650 4 $a Teaching. $3 517098
650 4 $a Collaboration. $3 3556296
650 4 $a Design. $3 518875
650 4 $a Core curriculum. $3 3559991
650 4 $a Secondary schools. $2 bicssc $3 1556944
653 $a Curriculum Integration
653 $a Problem-based Learning
653 $a STEM
690 $a 0515
690 $a 0533
690 $a 0530
690 $a 0714
690 $a 0280
690 $a 0389
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 83-01A.
790 $a 0779
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318546