A Rationale and Model for Teaching STEM Within the Social Studies, K-9

• In Event: Innovations in Preservice Teachers’ Social Studies Course Experiences

Abstract

This study investigated the underlying rationale and initial use of a two-step curriculum development process to foster the integration of STEM within the Social Studies (SS-STEM) in individually designed lesson plans. Participants were 57, K-9 preservice teachers enrolled in two sections of a social studies methods course. Interventions included redesign of textbook use and two course products. Results indicate teachers’ frequent use of including of engineering and economics content within the social studies. A model for integrating SS-STEM in the methods course is provided.

Author

• Caroline R. Pryor, Southern Illinois University - Edwardsville