Listening to Find Integrated STEM Discourse: Power and Positioning During a Teacher Professional Development STEM Activity

• In Event: How Teachers Teach, Conceptualize, and Talk About Integrated STEM

Abstract

In this case study, the authors seek to understand and characterize the discussions of STEM teachers among themselves when working with a 200-entry astronomy dataset using a web-based spreadsheet tool. Five in-service STEM primary and secondary teachers were audio and video recorded while working on the activity for two hours. The participants positioned group members with higher social status (based on gender, degrees, experience, etc.) as peer mentors. The peer mentors controlled the computer and guided the others to develop pedagogical content knowledge. The computer was also used as a technological bridge between science and math concepts. Participants not only integrated STEM concepts in their discussion, but also made connections to the science-adjacent topics of geography and technical writing.

Authors

• Andria C Schwortz, Quinsigamond Community College

• Andrea C. Burrows Borowczak, University of Central Florida