Presentation Title

Investigating Educators Perceptions of STEM Integration: A Semi-Structured Interview Approach

Advisor Information

Nealy Grandgenett

Location

UNO Criss Library, Room 232

Presentation Type

Oral Presentation

Start Date

4-3-2016 2:30 PM

End Date

5-3-2016 2:45 PM

Abstract

The study utilized a semi-structured interview approach to identify phenomena related to integrated STEM education and to develop a conceptual (tactical) definition for integrated STEM education. Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content using exploratory data analysis methods in three different ways: by person, by interview question, and across all interviews. From the analysis, a tactical definition of integrated STEM was crafted and ten identified themes were grouped into two classes: structural implementation themes and interpersonal implementation themes. The structural implementation themes were subject integration/project-based learning/design-based education, non-traditional assessment, STEM content, time, professional development, and outside support (from businesses and industry). The interpersonal implementation themes include: leadership, collaboration, willingness, authentic/meaningful/relevant experiences for participants, and outside support (from professionals in business and industry). The analysis concluded that these themes could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified themes are necessary as part of an integrated STEM curriculum which makes them critical components. The data also showed that the identified themes are necessary to create an implement integrated STEM setting making them implementation factors. Implications for further research include: the possibility of looking at the interconnectedness of the themes, what each theme contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified themes. Additionally, the inclusion of an absent theme could be researched to see if integrated STEM education is improved.

This document is currently not available here.

COinS
 
Mar 4th, 2:30 PM Mar 5th, 2:45 PM

Investigating Educators Perceptions of STEM Integration: A Semi-Structured Interview Approach

UNO Criss Library, Room 232

The study utilized a semi-structured interview approach to identify phenomena related to integrated STEM education and to develop a conceptual (tactical) definition for integrated STEM education. Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content using exploratory data analysis methods in three different ways: by person, by interview question, and across all interviews. From the analysis, a tactical definition of integrated STEM was crafted and ten identified themes were grouped into two classes: structural implementation themes and interpersonal implementation themes. The structural implementation themes were subject integration/project-based learning/design-based education, non-traditional assessment, STEM content, time, professional development, and outside support (from businesses and industry). The interpersonal implementation themes include: leadership, collaboration, willingness, authentic/meaningful/relevant experiences for participants, and outside support (from professionals in business and industry). The analysis concluded that these themes could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified themes are necessary as part of an integrated STEM curriculum which makes them critical components. The data also showed that the identified themes are necessary to create an implement integrated STEM setting making them implementation factors. Implications for further research include: the possibility of looking at the interconnectedness of the themes, what each theme contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified themes. Additionally, the inclusion of an absent theme could be researched to see if integrated STEM education is improved.