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dc.contributor.advisorHanuscin, Deborah L.eng
dc.contributor.authorArnone, Kathryn Ann, 1985-eng
dc.date.issued2017eng
dc.date.submitted2017 Springeng
dc.descriptionIncludes vita.eng
dc.description.abstractBecause elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker and Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns and Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.description.statementofresponsibilityDr. Deborah Hanuscin, Dissertation-in-Practice Supervisor.|Includes vita.eng
dc.format.extent1 online resource (ix, 175 pages) : illustrations (some color)eng
dc.identifier.merlinb121328491eng
dc.identifier.oclc1021887112eng
dc.identifier.urihttps://hdl.handle.net/10355/61895
dc.identifier.urihttps://doi.org/10-32469/10355/61895eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTScienceeng
dc.subject.FASTTechnologyeng
dc.subject.FASTEngineeringeng
dc.subject.FASTMatheng
dc.subject.FASTEducation, Elementaryeng
dc.titleAn exploratory cross-sectional survey study of elementary teachers' conceptions and methods of STEM integration /eng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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