Enhancing Democratic Curriculum: Teachers' Beliefs About STEM-Humanities Integration

• In Event: Civic Identities and Democratic Education

Abstract

An integrated STEM-humanities curriculum teaches students how to examine the often ill-defined socio-scientific issues facing our democracy. Fifteen hours of a graduate class taught teachers how to integrate STEM-humanities, including an examination of: (1) STEM Center artifacts,(2) sample integrated lesson plans, and (3)Library of Congress’ Teaching with Primary Sources. This study investigated teachers’ beliefs and decisions about integrating STEM-humanities. Participants were 14 in-service teachers, elementary-high school. Teachers’ beliefs were elicited and content analyzed using Denzin and Lincoln’s (2003) key-word methodology. Quantitative measures were taken on four variables and analyzed using descriptive statistics. The study found a favorable attitude toward STEM-humanities integration, and noted barriers for use. Implications include strategies-resources to teach students to examine complex social problems.

Authors

• Caroline R. Pryor, Southern Illinois University - Edwardsville

• Rui Kang, Georgia College & State University

• Brandt W. Pryor, University of Illinois