The Implementation of Integrated Science Technology, Engineering and Mathematics (STEM) Instruction using Robotics in the Middle School Science Classroom

摘要

The research studyreported here was conducted to investigate the implementation of integratedSTEM lessons within courses that have a single subject science focus. Thepurpose also included development of a pedagogical theory. Thistechnology-based teaching was conceptualized by school administrators andteachers in order to provide middle school science students with a formalclassroom instructional session in which science curricular were modified toinclude an integrated STEM activity. To this end, the authors examined and generated an account of the implementationprocesses including: the nature of the instruction, type of scaffolds,challenges teachers faced, the interaction among teachers, and students and teachers’perceptions of the integrated STEM instruction. Qualitative data were collected from interviewsand classroom observations and then analyzed using grounded theory methods,specifically the constant comparative method. The results of study showed thatteachers required support in the form of an expert technology teacher in orderto accomplish a successful classroom implementation of integrated STEM withrobotics. Additionally, it was found that teachers did not revise theirexisting science curriculum but rather selected integrated STEM activities thatfit into the overall science course objectives and goals.