Download - STEM INTEGRATION FRAMEWORK
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STEM INTEGRATION FRAMEWORK
STEM INTEGRATION FRAMEWORK
ASTE January 2014San Antonio, TX
ASTE January 2014San Antonio, TX
DRS. Andrea Burrows, Tim Slater, Mike Borowczak,
and Ms. Debbie French
UNIVERSITY OF WYOMING
Drs. Andrea Burrows, Tim Slater, *Mike Borowczak,
and Ms. Debbie French
UNIVERSITY OF WYOMING& ERERBUS Labs
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(PRE) CONCEPTIONS
(PRE)CONCEPTIONS USE THE SHEET PROVIDED…
Write the CITY and STATE where you work (at the top). Write a 3 DIGIT CODE (that you will remember )
ANSWER THESE QUESTIONS:
1. WHAT IS STEM?
2. WHAT IS INTEGRATED STEM?
3. HOW DO PARTNERSHIPS IMPACT INTEGRATED STEM?
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TRY IT (#1)TRY IT! (#1)
Pick a partner
Pick an index card
Write out directions for someone else to draw your picture
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TRY IT! (#2)TRY IT! (#2)
Draw the picture
Based on written directions from your partner
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TRY IT! (#3)TRY IT! (#3)Compare your picture to the picture that your partner used to write the directions
How close was your picture to the actual picture (original)?
Why does “matching” the original picture matter?
Why doesn’t “matching” the original picture matter?
How does this relate to the integrated STEM question?
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SO WHAT?
The key to collective understanding of integrated STEM
in the education community is defining the picture
The picture in this case is INTEGRATED STEM
SO WHAT?
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I-STEM
INTEGRATED STEM – Why and What?• Improve K-12 College readiness skills
And• Enhance the quantity and quality of students
pursuing STEM related careers
I-STEM
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5 CATEGORIES5 CATEGORIESREVIEW OF 50 ARTICLES, BOOKS, AND PRESENATIONS ON I-STEM…
• 1. K-20 ACTIVITIES• 2. UNIVERSITY FACULTY IMPLEMENTATION• 3. PARTNERSHIPS• 4. GRANT WORK• 5. TEACHER PROFESSIONAL
DEVELOPMENT
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WHY NOW?WHY NOW?
I-STEM is a source of ambiguity• SANDERS, 2009
Next Generation Science Standards (NGSS)• They are here!
If we are asked to use it…• We should be able to do it and explain it!
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GROUP DEFINITION
Project based• Specific goal (e.g. engineering or others – product
based)
Making relationships explicit (STEM)
Definitions are nebulous
Context for learning that drives personal engagement
Buy in from all the areas at once brings additional value
• Mixed groups (cooperative setting)
Come together around projects• Inquiry based
The complexities of cross-disciplinary teaching (e.g. teaching out of subject matter – quality)
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NGSSPRACTICES
• Formulating a problem – instead of only a question
CROSSCUTTING CONCEPTS• Apply to all realms of science
DISCIPLINARY CORE IDEAS• Importance, Concept, Tools, Real-world
NGSS
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CONVENTIONAL TEACHER PREPARATION
CONVENTIONAL TEACHER PREPARATION
• TRADITIONAL MODEL Pathway• Undergraduate trained in a discipline while
taking education classes for certification• ALTERNATIVE MODEL Pathway• Person trained in a discipline taking
education classes for certification
• Biggest difference – …experiences prior to certification
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DISCONNECTDISCONNECT
Trained in one discipline
Expected to incorporate many disciplines (STEM)
BIG QUESTION:
If “integration is crucial” how do pre-service and in-service teachers connect to I-STEM?
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BELIEF STUDYBELIEF STUDY
STUDY: 11 PRE-SERVICE TEACHERS (Fall 2012)• 17 survey questions• Average change of 30% for each question
(pre vs. post)• 8 questions had a significant difference
(pre vs. post)
SHOWS: Willingness/Eagerness to learn
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ADDITIONAL DATAADDITIONAL DATA
[30] Teachers and Educators (Fall 2013) answered the 3 questions asked earlierFound the following
Question ChangeQ2 (79% Change)
All STEM together consistently(+36%); increased complexity(+29%); blended courses(+29%); different perspective(+14%)
Q3 (57% Change)
Seeing teachers as partners (29%); mutli-level partnership(+21%); change in understanding (+14%);
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5-TIER I-STEM FRAMEWORK5-TIER I-STEM FRAMEWORKIMAGINE A TARGET
• LEVEL 0 = Single Discipline• LEVEL 1 = 2 Disciplines• LEVEL 2 = 3 Disciplines• LEVEL 3 = Engineering Projects
highlighting S, T, & M• LEVEL 4 = Constant Integration
(BULLSEYE!)
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ASSESSMENT OF I-STEM?ASSESSMENT OF I-
STEM?
INSTRUCTION, MATERIALS, AND ASSIGNMENTS…• Emphasize ONE discipline/possibly TWO?• Expose learners to same phenomena from SINGLE
discipline? • Expose learners to same phenomena from MULTIPLE
disciplines?• Engineering projects with real-world S, T, and M
connections? • Show seamless integration of STEM…
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INTERVIEW TEACHERS?INTERVIEW TEACHERS?
INTERVIEWS COULD:• Show insight into what teachers are teaching (pre vs.
post?)• Show teacher openness/willingness/eagerness• Show teacher growth
Could this approach lead to discussion about Integrated STEM?
How would administrators find the time for these discussions?
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THINGS TO CONSIDERTHINGS TO CONSIDER
Where do partnerships come from?
What is the added value of partnerships?
Is defining I-STEM (Creating a Framework) important?
Why or why not?• IF IT IS –
How is it defined? By Whom? How is it assessed? By Whom?
• IF NOT – Why push “integrated STEM?”
What feedback do you have to add to the 5 tiers? I-STEM concept(s)?
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(POST)CONCEPTIONPOST CONCEPTION USE THE SHEET PROVIDED…
Write the CITY and STATE where you work (at the top). Write a 3 DIGIT CODE (SAME AS THE ONE YOU CHOOSE
EARLIER)
ANSWER THESE QUESTIONS:
1. WHAT IS STEM?
2. WHAT IS INTEGRATED STEM?
3. HOW DO PARTNERSHIPS IMPACT INTEGRATED STEM?
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MOVE BEYOND… TO…MOVE BEYOND… TO…
SCIENCE TEACHERS NEED TO:• MOVE BEYOND – The rhetoric to integrate STEM• MOVE TO – Specialized knowledge relating to teaching science –
including PCK (Shulman, 1987)
Purposely break down discipline walls
Expect I-STEM approaches and attitudes
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THANK YOU!THANK YOUQUESTIONS?
Contact us anytime:• Andrea Burrows:
[email protected]• Tim Slater:
[email protected]• Mike Borowczak:
[email protected]• Debbie French:
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EXAMPLESEXAMPLES
Robotics in the 21st Century:• UWRobotics.com
Engineering Lessons:• www.eng.uc.edu/STEP