https://orcid.org/0000-0002-6247-8486
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ABSTRACT
As more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not all representations of STEM are equal, this mixed-methods study used a phenomenographic lens to examine science teachers’ perceptions of eight different models of STEM education through photo elicitation interviews. Part of this was done though an activity in which teachers ranked different models of STEM education by arranging them in a continuum. Findings reveal that teachers are most drawn to models of STEM education that show STEM beyond school settings and that include clear intersections between the disciplines represented in the acronym. This study sheds light on the importance of creating a shared conception of STEM education in order to have productive conversations across various stakeholders within the STEM education community.
Acknowledgements
This work was supported by the National Science Foundation under Grant DRL-1238140. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with the National Science Foundation.
Disclosure Statement
No potential conflict of interest was reported by the authors.
ORCID
Emily A. Dare http://orcid.org/0000-0002-6247-8486
Elizabeth A. Ring-Whalen http://orcid.org/0000-0002-4059-6000
Gillian H. Roehrig http://orcid.org/0000-0002-6943-7820