STEMSTEM
INTEGRATION
INTEGRATION
FRAMEWORK
FRAMEWORK
Drs. Andrea Burrows, Tim Slater, *Mike
Borowczak,
DRS. Andrea Burrows, Tim Slater, Mike Borowczak,
and Ms.and
DebbieMs.
French Debbie
French
UNIVERSITY OF WYOMING
ASTE
UNIVERSITY OF WYOMING
January 2014
ABURROW1@UWYO.EDU
ASTE
& ERERBUS Labs
San Antonio, TX
January 2014
ABURROW1@UWYO.EDU
San Antonio, TX
(PRE) (PRE)CONCEPTIONS
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
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
CONVENTIONAL
TEACHER
PREPARATION
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 DATA
ADDITIONAL
[30] Teachers and Educators (Fall 2013) answered the 3
questions asked earlier
Found the following
Question
Change
Q2 (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%);
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
THINGS
TO CONSIDER
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…TO…
MOVE
BEYOND…
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
EXAMPLESEXAMPLES
Robotics in the 21st Century:
• UWRobotics.com
Engineering Lessons:
• www.eng.uc.edu/STEP