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Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies
ARTICLE

, , Oregon State University, United States

JCMST Volume 32, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

** Invited as a paper from SITE 2011 **

This primarily online Master's degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers’ technological, pedagogical, and content knowledge (TPACK) within the context of interdisciplinary content knowledge, pedagogical strategies for teaching interdisciplinary topics, and technological knowledge when applied to teaching and learning interdisciplinary content. The results documented ways specific coursework in the graduate program impacted the teachers’ overarching conceptions of teaching interdisciplinary topics, their knowledge of students’ understanding and thinking, their instructional strategies, and their knowledge of curriculum and curriculum materials for learning in interdisciplinary contexts with the integration of appropriate technologies.

Citation

Niess, M. & Gillow-Wiles, H. (2013). Advancing K-8 Teachers’ STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies. Journal of Computers in Mathematics and Science Teaching, 32(2), 219-245. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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