The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience
The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience
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在密集的专业发展经历中，教师 STEM 教育理念的演变
DOI：
10.1080/1046560x.2017.1356671
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发表时间：
2017
影响因子：
1.9
通讯作者：
G. Roehrig
中科院分区：
文献类型：
--
作者：
Elizabeth A. Ring;E. Dare;Elizabeth A. Crotty;G. Roehrig
摘要国家改革文件呼吁大力发展综合科学、技术、工程和数学（STEM）课程，同时增加幼儿园到12年级（K-12）参与STEM相关课程的学生人数，并提高美国在STEM相关劳动力中的竞争力。在强调STEM课程开发的同时，还需要提高教育专业人员对教师目前对综合STEM的概念的理解。本研究探讨了教师的综合STEM的概念如何在为期3周的暑期专业发展的过程中发展，其重点是把综合STEM教育的科学教室。研究结果显示，教师所绘制的模型在三周的教学过程中，共有8个不同的概念在使用上发生变化。总的来说，这些概念开始时是简单的模型，后来发展成更复杂的模型。这些研究结果提供了深入了解（a）K-12科学教师如何概念化STEM整合和（B）如何，如果有的话，这些概念在专业发展计划的过程中发生变化。我们的研究结果还表明，STEM整合概念的敏感性可以受到专业发展经验的影响。
ABSTRACT National reform documents are calling for an upsurge in the development of integrated science, technology, engineering, and mathematics (STEM) curricula to simultaneously increase the number of kindergarten through Grade 12 (K–12) students involved in STEM-related coursework and increase the competitiveness of the United States in the STEM-related workforce. With this emphasis on the development of STEM curricula, there is also a need to improve the understanding of education professionals as to what teachers’ conceptions of integrated STEM currently are. This study explored how teachers’ conceptions of integrated STEM developed over the course of a 3-week-long summer professional development whose focus was on bringing integrated STEM education to science classrooms. Our findings revealed a total of 8 distinct conceptions as represented by teachers’ drawn models that shifted in usage over the course of the 3 weeks. Overall, these conceptions started as simple models that grew to more complex models. These findings provide insight into (a) how K–12 science teachers conceptualize STEM integration and (b) how, if at all, these conceptions change over the course of a professional development program. Our findings also indicate the sensitive nature of conceptions of STEM integration that can be influenced by professional development experiences.