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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

JCMST Volume 35, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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. Journal of Computers in Mathematics and Science Teaching, 35(4), 319-342. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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