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Conditions and decisions of urban elementary teachers regarding instruction of STEM curriculum

机译：城市基础教师关于STEM课程教学的条件和决定

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摘要

The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their classrooms and the interactions that occur between the teachers and curriculum during that process. This qualitative study utilized a comparative case study approach to understanding the decision-making process of three elementary teachers enacting the same lesson. Analysis of the interactions revealed that the teachers' perceptions of student ability, their pedagogical design capacity, and time were influences that impacted implementation. These findings have implications for STEM-focused professional development of elementary teachers.
机译：该研究位于一所私立大学与城市学区之间由国家科学基金会支持的数学科学合作伙伴关系中。本研究旨在了解小学教师在教室中实施综合科学，技术，工程和数学（STEM）课程时的决策过程，以及在此过程中教师与课程之间发生的相互作用。这项定性研究采用了比较案例研究的方法，以了解三位基础老师在同一堂课上的决策过程。对互动的分析表明，教师对学生能力，他们的教学设计能力和时间的看法是影响实施的因素。这些发现对以STEM为重点的小学教师的专业发展具有启示意义。

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