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Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center./
作者:	Severino, Gregory.
面頁冊數:	1 online resource (228 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798382734163

Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center.
Severino, Gregory.

Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center. - 1 online resource (228 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2024.

Includes bibliographical references

This descriptive, qualitative case study investigated how three high school teachers in non-STEM subject areas developed integrated STEM (iSTEM) pedagogies for conventional classroom lessons in a high-technology makerspace. The school in focus adopted a STEM teaching policy that required all teachers to implement iSTEM teaching in the school's makerspace called the Innovation Center. However, pre-study, needs-assessment data revealed that many staff teachers viewed iSTEM teaching in the Innovation Center as a somewhat unrealistic expectation for literature-supported reasons that included a lack of professional and teacher candidacy training for iSTEM, ambiguity in defining iSTEM literacy, daily demands of meeting a standardized curriculum, unfamiliarity with teaching in a makerspace, and an ambiguity regarding STEM policy learning initiatives. The study group of teachers underwent a targeted professional development program, and afterward, they taught their own self-described iSTEM lesson in the Innovation Center. Data collection included interviewing and observations. The study's findings revealed that iSTEM makerspace education offers significant, positive affordances for teachers, including curriculum renewal, an impetus to take risks, and a clearer vision of iSTEM teaching. However, teachers also reported that to overcome barriers to iSTEM makerspace teaching, they need support that addresses time management issues and daily scheduling, meaningful professional development, and clear lesson exemplars of iSTEM that work within their classroom structures. This research will provide insights into some practical instructional approaches educators can take when introducing iSTEM makerspace learning into their classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382734163Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Integrated STEM teachingIndex Terms--Genre/Form:

554714
Electronic books.

Investigating Teacher Strategies for Developing iSTEM Pedagogies in a School's Innovation Center.
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