Investigation Based Stem Professional Development For Elementary Teachers

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Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157–168.

Purpose: The purpose of this study was to investigate teacher attitude, efficacy, and knowledge of STEM integration at the elementary level. During the study, professional development was provided . . . to increase and improve teacher perceptions and understanding of STEM curriculum and instruction.

Related Literature: Teaching STEM at the elementary level has both opportunities and challenges. Challenges include access to appropriate resources, heavy focus on English language arts and …show more content…

Overall Importance: The study results indicate that making job-embedded professional learning is essential to teacher attitude toward STEM integration. Follow-through with a systemic approach to teacher learning, application and implementation is essential for professional growth to be effective. Feedback from both administration and peer review throughout the process is equally important to the growth and development for STEM integration.

Owens, D. (2014). Elementary teachers’ perceptions of science, technology, engineering, and mathematics education in K-5 schools. Retrieved November 13, 2016, from Purpose:
The purpose of this study was to investigate the implications of STEM integration’s practical implications on 21st century teaching and learning. The primary focus was of the perception of the teachers on STEM education, as well as on their competencies, and professional development. Related Literature: Singer states that confidence in STEM instruction is critical to integration for all students . . .including kindergarteners. To better understand STEM, a viewpoint for integration and implementation must be provided.

Procedure: A qualitative method was used to conduct a descriptive case study of twelve K-5 teachers in two North Carolina public schools. Although the researcher sought 20 participants for the sample size, only 12 teachers from two schools (pre-K through second and third

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