Investigating the adoption of integrated STEM education within classrooms. (c2018)
Education is facing, in the 21st century, various global challenges such as climate change and pollution. Solutions to these problems require the integration of science, technology, engineering and mathematics (STEM). Driven by the need to promote a society that is literate in these fields, STEM edu...
محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| التنسيق: | masterThesis |
| منشور في: |
2018
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://hdl.handle.net/10725/10472 https://doi.org/10.26756/th.2019.120 http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
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| _version_ | 1864513486618361856 |
|---|---|
| author | El-Sayegh, Nour Adel |
| author_facet | El-Sayegh, Nour Adel |
| author_role | author |
| dc.creator.none.fl_str_mv | El-Sayegh, Nour Adel |
| dc.date.none.fl_str_mv | 2018 2018-12-19 2019-04-17T08:53:18Z 2019-04-17T08:53:18Z 2019-04-17 |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10725/10472 https://doi.org/10.26756/th.2019.120 http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php |
| dc.language.none.fl_str_mv | en |
| dc.publisher.none.fl_str_mv | Lebanese American University |
| dc.rights.*.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Lebanese American University -- Dissertations Dissertations, Academic Home room guidance (Elementary) Interdisciplinary approach in education Science -- Study and teaching (Elementary) Technology -- Study and teaching (Elementary) Engineering -- Study and teaching (Elementary) Mathematics -- Study and teaching (Elementary) |
| dc.title.none.fl_str_mv | Investigating the adoption of integrated STEM education within classrooms. (c2018) A case study |
| dc.type.none.fl_str_mv | Thesis info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/masterThesis |
| description | Education is facing, in the 21st century, various global challenges such as climate change and pollution. Solutions to these problems require the integration of science, technology, engineering and mathematics (STEM). Driven by the need to promote a society that is literate in these fields, STEM education is gaining more popularity. This case study investigated the implementation of integrated STEM education by homeroom teachers in elementary classes in an American-education private school in Beirut. Thirty homeroom teachers, three coordinators and the director of teacher professional development office participated in the study. Observations were carried out during the implementation of two instructional units in grade-3 and grade-4 classrooms. Ten semi-structured interviews were conducted with the director, coordinators, grade-3 teachers and grade-4 teachers. All homeroom teachers from the remaining grade levels were surveyed. The findings revealed that the most frequently used strategies among teachers are student-centered approaches and inquiry-based methods. Less use is made of project-based learning and model construction. Technology is used as both, a tool for teaching and learning and as a resource to find activities. Teachers reported various types of support that they get from the school administration for enhancing their technological and pedagogical content knowledge (TPACK), including collaboration, coaching, professional development opportunities and different types of resources. In addition, different external and internal barriers were identified. External barriers include lack of vision, lack of space, financial barriers, curricular issues, lack of support and time constraints. Internal barriers include personal challenges, insufficient technological and content knowledge and insufficient teacher understanding of STEM education. Although this study is limited to one elementary school, the identified themes may be useful for other schools that intend to go into STEM, as it informs educators about the challenges they may face, so they may remedy the problems and barriers at the right time. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | LAURepo_5c6d7cdcb18a9396370b191df7cc3679 |
| language_invalid_str_mv | en |
| network_acronym_str | LAURepo |
| network_name_str | Lebanese American University repository |
| oai_identifier_str | oai:laur.lau.edu.lb:10725/10472 |
| publishDate | 2018 |
| publisher.none.fl_str_mv | Lebanese American University |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | Investigating the adoption of integrated STEM education within classrooms. (c2018)A case studyEl-Sayegh, Nour AdelLebanese American University -- DissertationsDissertations, AcademicHome room guidance (Elementary)Interdisciplinary approach in educationScience -- Study and teaching (Elementary)Technology -- Study and teaching (Elementary)Engineering -- Study and teaching (Elementary)Mathematics -- Study and teaching (Elementary)Education is facing, in the 21st century, various global challenges such as climate change and pollution. Solutions to these problems require the integration of science, technology, engineering and mathematics (STEM). Driven by the need to promote a society that is literate in these fields, STEM education is gaining more popularity. This case study investigated the implementation of integrated STEM education by homeroom teachers in elementary classes in an American-education private school in Beirut. Thirty homeroom teachers, three coordinators and the director of teacher professional development office participated in the study. Observations were carried out during the implementation of two instructional units in grade-3 and grade-4 classrooms. Ten semi-structured interviews were conducted with the director, coordinators, grade-3 teachers and grade-4 teachers. All homeroom teachers from the remaining grade levels were surveyed. The findings revealed that the most frequently used strategies among teachers are student-centered approaches and inquiry-based methods. Less use is made of project-based learning and model construction. Technology is used as both, a tool for teaching and learning and as a resource to find activities. Teachers reported various types of support that they get from the school administration for enhancing their technological and pedagogical content knowledge (TPACK), including collaboration, coaching, professional development opportunities and different types of resources. In addition, different external and internal barriers were identified. External barriers include lack of vision, lack of space, financial barriers, curricular issues, lack of support and time constraints. Internal barriers include personal challenges, insufficient technological and content knowledge and insufficient teacher understanding of STEM education. Although this study is limited to one elementary school, the identified themes may be useful for other schools that intend to go into STEM, as it informs educators about the challenges they may face, so they may remedy the problems and barriers at the right time.N/A1 hard copy: xviii, 294 leaves; col. ill.; 30 cm. available at RNL.Bibliography: leaves 248-253.Lebanese American University2019-04-17T08:53:18Z2019-04-17T08:53:18Z20182019-04-172018-12-19Thesisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://hdl.handle.net/10725/10472https://doi.org/10.26756/th.2019.120http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.phpeninfo:eu-repo/semantics/openAccessoai:laur.lau.edu.lb:10725/104722021-03-19T10:45:30Z |
| spellingShingle | Investigating the adoption of integrated STEM education within classrooms. (c2018) El-Sayegh, Nour Adel Lebanese American University -- Dissertations Dissertations, Academic Home room guidance (Elementary) Interdisciplinary approach in education Science -- Study and teaching (Elementary) Technology -- Study and teaching (Elementary) Engineering -- Study and teaching (Elementary) Mathematics -- Study and teaching (Elementary) |
| status_str | publishedVersion |
| title | Investigating the adoption of integrated STEM education within classrooms. (c2018) |
| title_full | Investigating the adoption of integrated STEM education within classrooms. (c2018) |
| title_fullStr | Investigating the adoption of integrated STEM education within classrooms. (c2018) |
| title_full_unstemmed | Investigating the adoption of integrated STEM education within classrooms. (c2018) |
| title_short | Investigating the adoption of integrated STEM education within classrooms. (c2018) |
| title_sort | Investigating the adoption of integrated STEM education within classrooms. (c2018) |
| topic | Lebanese American University -- Dissertations Dissertations, Academic Home room guidance (Elementary) Interdisciplinary approach in education Science -- Study and teaching (Elementary) Technology -- Study and teaching (Elementary) Engineering -- Study and teaching (Elementary) Mathematics -- Study and teaching (Elementary) |
| url | http://hdl.handle.net/10725/10472 https://doi.org/10.26756/th.2019.120 http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php |