Science and Technology Educators' Enacted Curriculum: Areas of Possible Collaboration for an Integrative STEM Approach in Public Schools

Josh Brown; Ryan Brown; Chris Merrill

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Science and Technology Educators' Enacted Curriculum: Areas of Possible Collaboration for an Integrative STEM Approach in Public Schools

机译：科学技术教育者制定的课程：公立学校采用STEM整合方法的可能合作领域

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Science, Technology, Engineering, and Mathematics (STEM) teachers teach multiple concepts that lend themselves to possible collaboration on a daily basis. Much like Metz's (2009) insightful discussion about the importance of science educators creating partnerships in the community "outside the school walls," integrative STEM teaching also requires a commitment to strong partnerships "inside the school walls." STEM partnerships face barriers related to the current perceptions and lack of understanding of STEM teaching and learning (Brown, Brown, Reardon, & Merrill, 2011). However, there are common characteristics and content that unite the STEM areas, especially science and technology.

机译：科学，技术，工程和数学（STEM）老师会教多个概念，使他们每天可以进行协作。就像梅斯（2009）关于科学教育工作者在“校墙外”在社区中建立合作伙伴关系的重要性的深入讨论一样，集成式STEM教学也要求“在校墙内”建立牢固的合作关系。 STEM合作伙伴关系面临着与目前对STEM教学和理解缺乏了解有关的障碍（Brown，Brown，Reardon和Merrill，2011年）。但是，有一些统一的特征和内容将STEM领域结合在一起，尤其是科学和技术领域。

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《The Technology Teacher》 |2012年第4期|p.30-34|共5页
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Josh Brown; Ryan Brown; Chris Merrill;
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Department of Technology at Illinois State University in Normal, IL;

Department of Technology at Illinois State University in Normal, IL;

Department of Technology at Illinois State University in Normal, IL;

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Science and Technology Educators' Enacted Curriculum: Areas of Possible Collaboration for an Integrative STEM Approach in Public Schools

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