With the emphasis on language arts literacy and mathematics content in U.S. elementary schools, explicit instructional time for science learning has declined. To provide some engagement for learners, many schools have adopted initiatives that focus on Science, Technology, Engineering, and Mathematics (STEM) activities. While STEM has public popularity in the U.S., there is little consensus on the meaning of the curricular and pedagogical approaches implemented. Programs often implement pre-packaged projects, so explicit connections to science content that aligns with the Next Generation Science Standards (NGSS) may be lacking. In this inquiry, we examine the practice of teachers involved in an elementary school STEM initiative in a public school district in the Western United States. Each school has a dedicated teacher who facilitates STEM learning experiences for each grade. Our research questions include, “How do STEM teachers make connections to specific science content in pre-packaged STEM activities?” “How do STEM teachers conceive their role as teachers of science?” “What science-specific pedagogical approaches do STEM teachers employ in their classrooms?” Teachers participated in professional development workshops including strategies such as the implementation of NGSS, inquiry-oriented science pedagogy, and electronic sensors for data collection. Data sources in the study include interviews with STEM teachers and; teachers’ planning documents such as schedules and lessons; interviews with district leaders about program goals; and professional development workshop materials. Findings support the development and implementation of meaningful science professional development for STEM teachers, as well as policy suggestions for enhanced science learning.

Author: Frederick P. Nelson

Published in: London International Conference on Education (LICE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/LICE.2023.0015
• ISBN: 978-1-913572-66-2
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK