Creativity and Innovation in STEM Classrooms through Professional Development
PROCEEDINGS
Manorama Talaiver, ITTIP/Longwood University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Creativity and Innovation in STEM classrooms developed a comprehensive teacher professional development model to create a culture of creativity and innovation in STEM classrooms in rural schools. As active members of a professional learning community, twenty-two mathematics, science, and career and technical education (CTE) teachers collaborated with each other in a week-long workshop and explored problem-based learning and resources. Each teacher mentored two students and nurtured them to be excited about STEM careers. Teachers explored Scratch, MakeyMakey, LilyPad Arduino, 3D printing, and probeware and used one or more of these tools to facilitate creativity and inventive thinking. Pretest and posttest data were collected on a variety of variables using the Teacher Efficacy and Attitudes Toward STEM Survey. The results from the surveys and the data collected during in during interactions between teachers and their mentees document ways to nurture creativity.
Citation
Talaiver, M. (2014). Creativity and Innovation in STEM Classrooms through Professional Development. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 57-63). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/130708/.
© 2014 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Anderson, J. (2007). Enriching the teaching of biology with mathematical concepts. The American Biology Teacher, 69(4), 205-209. Http://dx.doi.org/10.1662/0002-7685(2007)69[205:ETTOBW]2.0.CO;2Barnes, M.B., & Barnes, L.W. (2005). Using inquiry processes to investigate knowledge, skills, and perceptions of diverse learners: An approach to working with prospective and current science teachers. In A.J. Rodriguez& R.S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 61–86). Mahwah: Lawrence Erlbaum Associates.
- Berlin, D.F., & White, A.L. (1998). Integrated science and mathematics education: Evolution and implications of a theoretical model. In B.J. Fraser& K.G. Tobin (Eds.), International Handbook of Science Education (pp. 499-512). Great Britain: Kluwer Academic.
- Berry, B., Johnson, D., and Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), P.56.
- Boe, T. (1998). The next step for educators and the technology industry: Investing in teachers. Educational Technology, 29(3), 39-44.
- Clark, A.C., & Ernst, J.V. (2007). A model for the integration of science, technology, engineering, and mathematics. The Technology Teacher, 66(4), 24-26.
- Colliver, J.A. (2000). Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75(3), 259-266. Http://dx.doi.org/10.1097/00001888-200003000-00017Crawford,B.A.(2000).Embracingthe essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937. Http://dx.doi.org/10.1002/1098-2736(200011)37:9<916::AIDTEA4>3.0.CO;2-2
- Garet, M.S., Porter, A.C., Desimone, L.D., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research, 38(4), 915-945.
- Goodnough, K., & Cashion, M. (2006). Exploring problem-based learning in the context of high school science: Design and implementation issues. School Science and Mathematics, 106(7), 280-295.
- Guskey, T.R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.
- Harris, A. (2007). ‘Distributed leadership: conceptual confusion and empirical reticence’, International Journal of Leadership in Education, 10(3):1-11.
- Harvey, J., & Purnell, S. (1995, March). Technology and teacher professional development. Report prepared for the Office of Educational Technology, U.S. Department of Education. Santa Monica, CA: Rand Corporation.
- Hawkins, J., & MacMillan, K. (1993). So what are teachers doing with this stuff? Electronic Learning, 13(2), 26.
- Holloway, J.H. (2003). Sustaining experienced teachers. Educational Leadership, 60(8) 87-89.
- Kinnaman, D.E. (1990). Staff development: How to build your winning team. Technology and Learning, 11(2).
- Lieux, E.M. (1996). A comparative study of learning in lecture versus problem-based format. About Teaching, 50, 25-27.
- Lieux, E., & Duch, B. (1995). Strategies for teaching quantity food production and service: Lecture method versus problem based learning. In C. Kohnke & R. Maize (Eds.), Back to the future: Foodservice management education in the 21st century. Proceedings of the 18th Biennial conference of Food Service Management Educators Practice Group of ADA, Olive Branch, MS.
- Loepp, F. (1999). Models of curriculum integration. Journal of Technology Studies, 25(2), 21-25
- Loucks-Horsley, S., Hewson, P., Love, N., and Stiles, K. (1998) Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press, Inc. Marshall, J. Horton, B. & Austin-Wade, J. (2007). Giving meaning to the numbers. Science Teacher, 74(2), 36-41.
- Morrison, J.A. & Roth McDuffie, A. (2007, April). Connecting science and mathematics: Using inquiry investigations to learn about data collection, analysis, and display. Poster presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA
- Moseley, C., & Utley, J. (2006). The effect of an integrated science and mathematics contentbased course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1-12. Research Council (2000). How people learn: Brain, mind, experience, and school. Committee on Developments in the Science of Learning and Committee on Learning Research and Educaitonal Practice. J.D. Bransford, A.L. Brown, A.L., & R.R. Cocking, (Eds). Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
- Paige, K., Lloyd, D., & Chartres, M. (2008). Moving towards transdisciplinarity: An ecological sustainable focus for science and mathematics pre-service education in the primary/middle years. Asia-Pacific Journal of Teacher Education, 36(1), 19-33.
- Park-Rogers, M., Volkmann, M., Abell, S. (2007). Science and mathematics: A natural connection. Science and Children, 45(2), 60-61
- Sage, S. & Torp, L. (1997). What does it take to become a teacher of problem-based learning? Journal of Staff Development, 18(4), 32-36.
- Stepien, W., & Gallagher, S. (1993). Problem-based learning: As authentic as it gets. Educational Leadership, 50(7), 25–28.
- Stepien, W., Gallagher, S., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted, 16, 338-357
- Venville, G., Rennie, L., & Wallace, J. (2004). Decision making and sources of knowledge: How students tackle integrated tasks in science, technology, and mathematics. Research in Science Education, 34(2), 115-135.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References