Teachers’ Perspectives of STEAM Instructional Challenges

ID: 51763 Type: Full Paper
  1. Danielle Herro, Cassie Quigley, and Heidi Cian, Clemson University, United States

Wednesday, March 28 10:15-10:45 AM

No presider for this session.

STEAM (Science, Technology, Engineering, Art, and Mathematics) education is gaining popularity in schools across the United States and in parts of Europe, Asia and Australia Despite its popularity, little empirical data exists to guide effective instructional practices, and even less is known about the challenges associated with instruction Drawing on results of a qualitative longitudinal study, this paper presents findings regarding instructional challenges faced by 33 math and science teachers when implementing STEAM units in their classrooms Challenges included pacing/time, student understanding of content and process, issues relating to planning, and concerns about school district policies Two other challenges that were less frequent, but still notable, included technology integration and issues related to assessment The paper concludes with implications for educational researchers and educators to consider when planning effective STEAM instruction

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