What Enables Integrated STEM? Rethinking Readiness for Transdisciplinary Teaching and Learning

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 1
  In Roundtable Session: Designing In-Service PD for STEM Teachers

Abstract

Transdisciplinary approaches to STEM education, on the surface, are not aligned with recently reported trends towards prescribed curriculum. Yet, the inquiry supported by these types of learning experiences are essential for all students. Knowing this, many teachers are interested in building environments for STEM but face key barriers to implementation. This paper attempts to understand the critical considerations for transdisciplinary change efforts in K-8 contexts. The work is part of a larger, randomized-controlled study focused on understanding the effect of a professional learning model in 19 city schools. The research suggests that certain teacher perspectives—including positive perspectives on allowances for curricular adaptations and leaders’ commitment to educator development—should be in place before initiatives begin.

Authors

• Jessica Yusaitis Pike, Teachers College, Columbia University

• Yingxin Ye, Teachers College, Columbia University

• Caron M. Mineo, Teachers College, Columbia University

• Madalina Ciocanu, Teachers College, Columbia University

• Bryan Keller, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University