Why Do We Have to Learn This? Teachers Make STEM Subjects Relevant to Their Students

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Transformative Pedagogical Stances in STEM Settings (Table 32)

Abstract

A professional development (PD) was developed for grades 6-12 STEM teachers that encouraged embedding socio-scientific issues (SSI) with the socio-transformative constructivism (sTc) framework into teaching. An analysis of the survey and interview data from 24 teachers over two years shed light on the utility and relevance of PD. Data from nine focus group interviews and pre/post surveys are used to address these questions:
1. How did teachers respond to the PD approaches that include reactions and experiences with SSI/sTc implementation?
2. To what extent did participating in the PD affect STEM teachers’:
a) attitudes about the effects schools can have on exacerbating social inequities?
b) knowledge of SSI and sTc?
c) understanding of how one’s background affects one’s teaching?

Authors

• Zachary Minken, Arcadia University

• Augusto Macalalag, Arcadia University

• Kelly Feighan, Public Health Management Corporation (PHMC)

• Megan Richardson, Research and Evaluation Group

• Giancarlo Ciotoli, Arcadia University