Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8478
Title: Exploring Elementary Teachers’ Perceptions of Teaching a Science, Engineering, Mathematics, and Computer Science Project
Authors: Lilly, Sarah
McAlister, Anne M.
Chiu, Jennifer L.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Lilly, S., McAlister, A. M., & Chiu, J. L. (2022). Exploring elementary teachers’ perceptions of teaching a science, engineering, mathematics, and computer science project. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1325-1328). International Society of the Learning Sciences.
Abstract: While national frameworks call for the integration of science, technology, engineering, mathematics, and computer science (STEM+CS) in K-12 contexts, few studies consider elementary teachers’ perceptions of implementing STEM+CS projects in science classrooms. This single case study explores elementary science teachers’ perceptions of enacting STEM+CS curricular materials. Survey and interview data were collected over the four-week project and qualitatively coded. Findings demonstrate teachers’ reported struggles to implement unfamiliar disciplines and leverage students’ prior knowledge in familiar disciplines as well as unanticipated consequences of instructional decisions based on perceived student engagement and pacing. Results underscore the value of teacher voice for curricular and professional development and highlight the need for further investigation of how teachers’ perceptions may influence enactment of STEM+CS curricular materials.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1325
https://repository.isls.org//handle/1/8478
Appears in Collections:ISLS Annual Meeting 2022

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