STEM INTEGRATION FRAMEWORK STEM INTEGRATION FRAMEWORK • Drs. Andrea Burrows, Tim Slater, *Mike Borowczak, • and Ms. Debbie French • UNIVERSITY OF WYOMING& ERERBUS Labs • ABURROW1@UWYO.EDU DRS. Andrea Burrows, Tim Slater, Mike Borowczak, and Ms. Debbie French UNIVERSITY OF WYOMING ABURROW1@UWYO.EDU ASTE January 2014 San Antonio, TX ASTE January 2014 San Antonio, TX
(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?
TRY IT! (#1) TRY IT (#1) • Pick a partner • Pick an index card • Write out directions for someone else to draw your picture
TRY IT! (#2) TRY IT! (#2) • Draw the picture Based on written directions from your partner
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?
SO WHAT? 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
I-STEM 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
5 CATEGORIES 5 CATEGORIES • REVIEW 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
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!
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)
NGSS NGSS • PRACTICES • Formulating a problem – instead of only a question • CROSSCUTTING CONCEPTS • Apply to all realms of science • DISCIPLINARY CORE IDEAS • Importance, Concept, Tools, Real-world
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
DISCONNECT DISCONNECT • 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?
BELIEF STUDY BELIEF 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
ADDITIONAL DATA ADDITIONAL DATA •  Teachers and Educators (Fall 2013) answered the 3 questions asked earlier • Found the following
5-TIER I-STEM FRAMEWORK 5-TIER I-STEM FRAMEWORK • IMAGINE 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!)
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…
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?
THINGS TO CONSIDER THINGS 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)?
(POST)CONCEPTION POST 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?
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
THANK YOU! THANK YOU • QUESTIONS? • Contact us anytime: • Andrea Burrows: ABURROW1@UWYO.EDU • Tim Slater: TSLATER@UWYO.EDU • Mike Borowczak: MIKE@EREBUSLABS.COM • Debbie French:DFRENCH6@UWYO.EDU
EXAMPLES EXAMPLES • Robotics in the 21st Century: • UWRobotics.com • Engineering Lessons: • www.eng.uc.edu/STEP