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首页> 外文期刊>International Journal of STEM Education >Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system
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Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system

机译：使用复杂的设计系统定义基于高中教师信仰和Stew集成的实践的跨学科合作

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Background Teachers’ beliefs play an important role in how teachers think about how students learn, and how content should be organized and taught. Integrated STEM is pushing the boundaries of some of the traditional assumptions in education—disciplined-based courses, courses taught independently by teachers, standards and content-driven, and no collaborative planning time for teachers. Six teachers, located in two high schools, participated in a year-long program to develop interdisciplinary collaboration to implement integrated STEM learning in their courses. A qualitative instrumental case study of the two teams of teachers was conducted to gain insights and understandings of the teachers’ beliefs and instructional practices of STEM integration through interdisciplinary approaches in a complex system (i.e., hydroponics). Results Themes regarding features, beliefs and practices, and challenges emerged from cross-case analysis of the teachers’ stories, which resulted in two interdisciplinary collaboration models, multi-classroom and extracurricular activity, from each of the teams at each of the two high schools. Multi-classroom and extracurricular activity models had some resemblances, but also had differences. Both cases had the same goals to use real-world problems to help students see STEM connections, learn STEM knowledge and skills, and apply STEM knowledge and skills to solve real-world problems. Conclusions Based on teachers’ beliefs and their interdisciplinary STEM collaboration practices, three components were identified. Team size, teaching goal, and collaboration structure highly affect a successful interdisciplinary STEM collaboration model in high school settings. The study also contributes to expend the concept of a continuum of STEM approaches to curriculum integration, disciplinary, multidisciplinary, interdisciplinary, and transdisciplinary (Vasquez, Sneider, & Comer, STEM lesson essentials: Integrating science, technology, engineering, and mathematics, 2013), and provides frameworks for structuring a successful interdisciplinary collaboration model in high school settings.
机译：背景教师信仰在教师思考学生如何学习的情况下发挥着重要作用，以及如何组织和教导内容。综合阀杆正在推动教育纪律课程中一些传统假设的边界，教师，标准和内容驱动的课程，没有教师的合作规划时间。六位教师位于两所高中，参加了一年长的计划，开发跨学科合作，以在其课程中实施综合词干学习。对两组教师的定性案例研究进行了思考，以通过复杂系统（即水培解）中的跨学科方法来获得教师信仰和干词整合的教学实践的见解和理解。结果关于教师故事的跨案例分析出现的特征，信念和实践以及挑战的主题，这导致了两个跨学科协作模型，多课堂和课外活动，来自每一所高中的各个团队。多教室和课外活动模型有一些相似之处，但也有差异。两种情况都有相同的目标来利用现实世界问题，帮助学生看到词干的联系，学习词干知识和技能，并应用词干知识和技能来解决现实世界问题。基于教师信念及其跨学科干预实践的结论，确定了三种组分。团队规模，教学目标和协作结构高度影响高中环境中成功的跨学科干部合作模型。该研究还有助于消耗课程一体化，纪律，多学科，跨学科和跨学科（瓦斯卡斯，斯内德，＆Comer，Stem Posents Essentials：整合科学，技术，工程和数学，2013） ，并提供用于在高中设置中构建成功的跨学科协作模型的框架。

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