Exploring the Implementation Of an Integrated STEM Curriculum Program in Elementary First Grade Classes

TARGET GROUP: ELEMENTARY SCHOOLS

OBJECTIVES

·        To implement STEM education effectively, teachers in lower elementary grades need to have an in-depth knowledge of STEM subjects (Moore & Smith, 2014).

SUMMARY

The need for integrated STEM education in an elementary school was explored in this chapter. There are very few examples of effective, integrated STEM curriculum for elementary schools and the studied district had already begun to implement the PLTW program. The present study was designed to investigate the implementation of PLTW curriculum in first grade classrooms based on teachers’ perceptions of the program’s effectiveness, teachers’ levels of self-efficacy in teaching science, and student achievement at the end of the unit. Integrated STEM education is gaining momentum in the education field. The United States federal government supports STEM education with both initiatives and funding (The White House, n.d.). STEM integration efforts are underway, however, there are barriers to overcome. Curriculum is required that provides teacher training, as well as integrates all four subjects of STEM using engineering design to solve a real-life problem. Teachers need to understand the significance of STEM education and see an effective model before they will be willing to try a new approach (Nadelson et al., 2013). In the next chapter, the literature on STEM education will be reviewed including the theories and studies that have been conducted, as well as the areas that are still a concern.

REFERENCE:

https://core.ac.uk/download/pdf/327228608.p