STEM EDUCATION ACROSS THE CURRICULUM

Presented by:Dr.Cherry Steffen

Kennesaw State University

ACTIVITY Do not turn over your paper until

instructed to do so. Once you turn over your paper do not

show it to any other participants. Move around the room and work

together to put the pages in order by describing your page to others in the group.

VIDEO The Surprising Truth About What

Motivates Us

http://www.youtube.com/watch?v=u6XAPnuFjJc

WHAT STEM IS… Science Technology Engineering Mathematics

(To Be Continued…)

WHAT STEM IS NOT

Science Technology Engineering Mathematics

WHAT STEM IS NOT… Adding 2 new subjects to the curricluum A curriculum Something that is only considered in

Math and Science Classes All 4 disciplines in every unit or every

class

WHAT STEM IS (CONT.) A way of organizing and delivering

instruction Intentional Intended to increase student engagement,

to deepen their understanding, to raise achievement, and to help students see the relevance in what they are learning. (Hoachlander and Yanofsky, 2011)

Includes technology and engineering Anything that makes

Allows students to develop and use 21st century skills.

WHAT STEM IS (CONT.) Includes technology and engineering

Technology is anything that modifies the world to meet needs and reach goals.

Engineering – Starts with a problem to solve End product involves producing and

communicating a final design

WHAT STEM IS (CONT.) Allows students to develop and use 21st

century skills. Teamwork Collaboration Critical Thinking Problem Solving Creativity Communication

GUIDING PRINCIPLES OF STEM Focus on integration Relevant Emphasizes 21st Century Skills Grade-level appropriate challenges Includes problem-based and project-

based approaches

STEM PRACTICESScience Engineering Technology Mathematics

Ask questions Define problems Become aware of the technological systems upon which society depends

Make sense of problems and persevere in solving them

Develop and use models

Develop and use models

Model with mathematics

Plan and carry out investigations

Plan and carry out investigations

Learn how to use new technologies at

Use appropriate tools strategically

Analyze and interpret data

Analyze and interpret data

they become available

Attend to precision

STEM PRACTICESScience Engineering Technology Mathematics

Uses mathematics and computational thinking

Uses mathematics and computational thinking

Recognize the role that technology plays in the

Reason abstractly and qualitatively

Construct explanations

Design solutions Advancement of science and engineering

Look for and make use of structure

Engage in argument from evidence

Engage in argument from evidence

Make informed decisions about technology, given its relationship to

Construct viable arguments and critique the reasoning of others

Obtain, evaluate, and communicate information

Obtain, evaluate and communicate information

Society and the environment.

Look for and express regularity in repeated reasoning

STEM PRACTICES Borrowed from Vasquez, Sneider, and

Comer (2013). Science and engineering (as well as

technology) processes from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2012)

Mathematical practices from Common Core State Standards: Mathematical Practice (2011)

THREE APPROACHES TO INTEGRATED STEM

Multidisciplinary (Thematic) Integration Interdisciplinary Integration Transdisciplinary Integration

MULTIDISCIPLAINRY (THEMATIC) INTEGRATION

Organizing the curriculum around a common theme

Coherent series of lessons and activities Only small changes by teachers Connections tend to be peripheral –

related but do not focus on a common understanidng

No obvious connections between the disciplines other than the common theme

INTERDISCIPLINARY INTEGRATION Choosing a key concept or skill that is

important for all students Key concepts are enriched by combining

knowledge and skills from two or more disciplines

Can have a theme Example – The solar system/size and

ratios/telescope magnification/improvements in technology over time to improve understanding

TRANSDISCIPLINARY INTEGRATION Curriculum is organized around student

questions and concerns Often follows more traditional learning

activities Grounded in constructivist theory Brings together 21st century skills with

real world applications and problem-solving strategies

TRANSDISCIPLINARY INTEGRATION (CONT)

From the student point of view – focus on project or problem

From teacher point of view – focus on embedding the learning objectives so that students gain knowledge and skills by completing the project/solving the problem

ACROSS THE DISCIPLINES Communication Collaboration Technology Engineering

Problem-based/project-based opportunities Design-challenges Solving problems using the engineering

design challenge

The Engineering Design Process

http://www.teachengineering.org/engrdesignprocess.php

The Engineering Design Process

COMMUNICATION Communication Activity

Build something Collaboration Activity

Paper Airplanes

COLLABORATIVE LEARNING Students team together to explore a

significant question or create a meaningful product Students discussing a reading/video/lecture Shared assignment

COOPERATIVE LEARNING One type of collaborative learning Students work together on a structured

activity Individually accountable for their own

work Work of the group as a whole is also assessed

COOPERATIVE/SMALL GROUPS Benefits

Students learn from each other Improve interpersonal relationships Some studies have shown that low-

achieveing students spend less time off task in cooperative small groups

Positive effect on achievement Promoting conceptual and higher-level

thinking

FACTORS THAT AFFECT STUDENT PARTICIPATION

Type of task Conceptual tasks that require different abilities Interesting, intellectually stimulating,

challlenging and relevant tasks Motivation

Competition? Group Composition

Mixed groups plan ahead***

FACTORS THAT AFFECT STUDENT PARTICIPATION

Accountability Require each group member to produce a

different product or complete an individual activity (quiz, text, worksheet

Each group member responsible for a specific part