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Conceptualizing Careers: Is There an Element of STEM in Every Profession?
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Navy, Shannon L.; Heisler, Jennifer; Papa, Jeffrey; Gjurkovitsch, Anna – School Science and Mathematics, 2021
Science, technology, engineering, and mathematics (STEM) is widely visible in education and workforce policies and discussions in the United States (US). However, there is a lack of consensus on what is considered a STEM career. In addition, little is known about how K-12 teachers conceptualize STEM careers and how this information is portrayed to…
Descriptors: STEM Education, Occupational Information, Science Careers, Concept Formation
Finding Alignment: The Perceptions and Integration of the Next Generation Science Standards Practices by Elementary Teachers
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Smith, Janette; Nadelson, Louis – School Science and Mathematics, 2017
Preparing elementary-level teachers to teach in alignment with the eight Next Generation Science Standards (NGSS) practices could prove to be a daunting endeavor. However, the process may be catalyzed by leveraging elements of teacher science instruction that inherently attend to the practice standards. In this study, we investigated the science…
Descriptors: Alignment (Education), Elementary School Teachers, Teacher Attitudes, Integrated Curriculum
Conditions and Decisions of Urban Elementary Teachers Regarding Instruction of STEM Curriculum
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Smith, Erica L.; Parker, Carolyn A.; McKinney, David; Grigg, Jeffrey – School Science and Mathematics, 2018
The study was situated in a National Science Foundation supported Math Science Partnership between a private university and an urban school district. This study sought to understand the decision-making process of elementary teachers as they implement an integrated science, technology, engineering, and mathematics (STEM) curriculum in their…
Descriptors: Urban Schools, Elementary School Teachers, Case Studies, Comparative Analysis
An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation
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Mentzer, Gale A.; Czerniak, Charlene M.; Brooks, Lisa – School Science and Mathematics, 2017
Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to…
Descriptors: Active Learning, Student Projects, Science Projects, Faculty Development