Understanding Science Teachers' Multiple Realities of STEM Education Through Photo-Elicitation and Phenomenography

• In Event: Sheraton Roundtable Session 5
  In Roundtable Session: Science Instructors' Technology Use

Abstract

As science teachers are increasingly being expected to bring STEM to their classrooms, it is important to understand teachers’ conceptions of what STEM is. Understanding that not all representations are equal, this study used photo elicitation and a phenomenographic approach to examine science teachers’ perceptions of eight models of STEM integration. Additionally, this study asked teachers to rank different models to understand the usefulness of different models of STEM. Findings reveal that teachers highly rated models that were easy to interpret, showed clear integration between disciplines, and made connections to student outcomes. This study sheds light on how different models of STEM are perceived by teachers, which can play a role in educating both pre- and in-service teachers about STEM.

Authors

• Emily Anna Dare, Michigan Technological University

• Elizabeth A. Ring-Whalen, St. Catherine University

• Gillian Roehrig, University of Minnesota