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首页> 外文期刊>International Journal of STEM Education >Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study
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Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study

机译：通过现象学的多案例研究，了解理科教师对集成STEM课程单元的实施

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Background Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers’ experiences in engaging in integrated STEM instruction. The purpose of this phenomenological multiple case study is to understand nine science teachers’ first-time experiences in implementing integrated STEM curricular units in their middle school physical science classrooms. This study draws upon both classroom implementation data and teacher reflective interviews to illustrate different degrees of integrated STEM instruction and to understand teachers’ challenges and successes with these varying approaches. Results Our results indicate three distinct cases of integration within our sample that represent low, medium, and high degrees of STEM integration throughout curriculum implementations. Interviews with teachers from each case revealed three themes that varied across teachers’ experiences: the nature of integration, choosing between science and engineering, and student engagement and motivation. Teachers in all three cases were challenged to make explicit connections between science, engineering, and mathematics while simultaneously maintaining a motivating and engaging context for their students throughout their instruction. Further, it appears that the degree of STEM integration that occurs in instruction may be related to teachers’ ability to make explicit connections between the disciplines. Conclusions The work presented here informs educational researchers, policy makers, and K-12 STEM educators that there are several challenges when it comes to implementing new STEM initiatives in K-12 education. Although this work is limited to middle school physical science teachers’ experiences with first-time STEM instruction, many of the identified themes are not content-specific; therefore, this work may shed light on general struggles that are common to educators who are integrating across content disciplines for the first time.
机译：背景技术当前的K-12 STEM教育改革要求在科学，技术，工程和数学（STEM）之间进行整合。这种K-12级STEM学科的整合为学生提供了一个在现实世界，多学科环境中体验学习的机会;但是，关于教师参与整合STEM教学的经验的报道很少。此现象学多案例研究的目的是了解九位理科教师在中学物理科学课堂中实施集成STEM课程单元的首次体验。这项研究利用课堂实施数据和教师反思性访谈来说明不同程度的STEM集成教学，并了解教师使用这些不同方法所面临的挑战和成功。结果我们的结果表明样本中出现了三种不同的整合情况，分别代表了整个课程实施过程中STEM整合的低，中和高度。每种情况下对老师的访谈都揭示了三个主题，这些主题因教师的经历而异：融合的本质，科学与工程之间的选择以及学生的参与度和动机。在这三种情况下，教师都面临着挑战，要求他们在科学，工程学和数学之间建立明确的联系，同时在整个教学过程中为学生保持激励和参与的环境。此外，似乎在教学中发生的STEM整合程度可能与教师在各学科之间建立明确联系的能力有关。结论本文介绍的工作告诉教育研究人员，政策制定者和K-12 STEM教育者，在K-12教育中实施新的STEM计划时会遇到一些挑战。尽管这项工作仅限于中学物理科学老师的首次STEM指导经验，但许多已确定的主题并非针对特定内容;因此，这项工作可能会阐明首次在内容学科之间进行整合的教育工作者所普遍遇到的一般性斗争。

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