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STEAM Enacted: A Case Study of a Middle School Teacher Implementing STEAM Instructional Practices
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, , Clemson University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines the implementation practices of a 6th grade middle school teacher enacting STEAM (science, technology, engineering, art and math) teaching in his classroom after participating in a 45-hour STEAM professional development. Case study is used to detail the process, successes, and challenges. Project-based learning, technology integration, and transdisciplinary teaching are the lens from which the teacher’s lesson and reflections are deconstructed. Challenges in STEAM teaching are discussed including the shifting role of the teacher, determining student collaboration, and time. This is part of a larger study examining the STEAM teaching practices of 43 middle school science and math teachers.

Citation

Herro, D. & Quigley, C. (2016). STEAM Enacted: A Case Study of a Middle School Teacher Implementing STEAM Instructional Practices. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1499-1506). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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