Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education

Emily A. Dare, Elizabeth A. Ring-Whalen, Gillian H Roehrig

Research output: Contribution to journalArticle

Abstract

As more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community.

Original languageEnglish (US)
Pages (from-to)1701-1720
Number of pages20
JournalInternational Journal of Science Education
Volume41
Issue number12
DOIs
StatePublished - Aug 13 2019

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Keywords

  • K-12 education
  • STEM education
  • mixed methods research
  • phenomenography
  • photo elicitation
  • science education
  • teacher conceptions
  • teacher development

Cite this

Creating a continuum of STEM models : Exploring how K-12 science teachers conceptualize STEM education. / Dare, Emily A.; Ring-Whalen, Elizabeth A.; Roehrig, Gillian H.

In: International Journal of Science Education, Vol. 41, No. 12, 13.08.2019, p. 1701-1720.

Research output: Contribution to journalArticle

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