| Autor: |
Taukir Kahn, Alex Gerber, Meize Guo, Valarie L. Akerson, Steven Newman, Angela Burgess |
| Rok vydání: |
2020 |
| Předmět: |
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| Zdroj: |
Critical Questions in STEM Education ISBN: 9783030576455 |
| DOI: |
10.1007/978-3-030-57646-2_10 |
| Popis: |
A national shift in educational policies has been underway that is focused on increasing STEM integration in K-12 classrooms. Yet, what constitutes STEM still remains ambiguous and needs to be explicitly defined and agreed upon. Is STEM simply each associated field or it is a more complex entity that integrates the field disciplines? The state of Indiana has responded to this national call for increased STEM by integrating it increasingly within the K-12 settings in STEM certified schools. To become STEM certified is a lengthy and multiple step process. We decided to investigate how these STEM certified schools publicly portray themselves on three levels: how, what, and who is being portrayed with regard to STEM. We used content analysis of each schools publicly available school websites and twitter feeds, if available. Results varied greatly for how STEM is portrayed across both grade level and cohort of certification. Twitter across all grades was the most frequently utilized media source for showing STEM school activities. The STEM certified elementary schools were the only grade level to have “STEM specialists”. Thus, even within the state of Indiana, which has a rigorous process by which schools become STEM certified, the portrayal of STEM across and within grade bands is highly variable. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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