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Students also respond positively to the model. Results can guide teacher preparation programs by clarifying implementation pathways.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/beyond-the-acronym-preparing-preservice-teachers-for-integrated-stem-education/590686/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/beyond-the-acronym-preparing-preservice-teachers-for-integrated-stem-education/590686.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the paper define integrated STEM for its purposes?","Question",{"text":63,"@type":64},"It defines integrated STEM models as team-teaching efforts that interconnect content to build engagement and relevance through overlapping learning explorations with hands-on components.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do teachers in the study report about integrated STEM instruction?",{"text":68,"@type":64},"Teachers describe integrated STEM instruction as rewarding and emphasize the need for constant communication to fully implement the model.",{"name":70,"@type":61,"acceptedAnswer":71},"How do students perceive the integrated STEM approach?",{"text":72,"@type":64},"Students perceive the model positively and enjoy participating in the learning experiences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590686,1792075907,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Beyond the Acronym: Preparing Preservice Teachers for Integrated STEM Education  \nMargery Gardner, Ph.D.  \nColgate University  \nAbstract  \nIntegrated STEM education seeks to build deep connections between science, technology, engineering, and math. Contextualized lessons give students greater access to these content areas and can heighten engagement. Great parallels can be drawn between liberal arts philosophies and integrated STEM education. This paper explores how one teacher team developed curriculum and enacted lessons using an integrated STEM approach.  \nThis study found that teachers viewed integrated STEM instruction as rewarding. The teachers also mentioned the need for constant communication to fully implement the model. Students perceived this model positively and enjoyed participation. Outcomes ofthis study have the potential to inform teacher preparation programs by making more transparent how implementation of integrated STEM models can be achieved.  \nKeywords: integrated STEM, co-teaching, planning  \nAILACTE Journal 37  \nGardner  \nIn traditional school settings, content knowledge takes precedence over contextualized, conceptual understanding (Davidson, Miller, & Metheny, 1995). The broader application of subject area content is often ignored as pressure mounts to cover extensive topics. Socially constructed subject boundaries create the impression that knowledge building is conducted in isolation. In reality, expertise from many subject areas is often required to solve complex societal issues. Scientists readily move between disciplines such as molecular biology, biogeochemistry, and chemical physics in both academia and industry (Wolfson, Hall, & Allen, 1998). Multi-faceted perspectives allow for a more nuanced understanding of phenomena. With societal issues such as climate change and energy consumption looming over future decades, it is vital that we expose students early on in their academic careers to these realworld problems. Students are better equipped to confront and solve complex personal, social, and global dilemmas when they can draw from differing disciplinary outlooks during formal classroom instruction (Beane, 1991; Bybee, 2010).  \nIntegrated STEM models have the ability to build student capacity to transfer concepts and apply new knowledge to novel contexts. Creating learning opportunities that build connections between interrelated subject areas can support deep conceptual understanding resulting in increased student achievement. By clearly demonstrating integrated STEM practices of science at the K–12 level, students are provided with a more viable representation of actual science-related work. Making the transition from novice to expert scientist requires opportunities to connect knowledge from an area of study and apply it to new situations. Students who are provided with integrated STEM models of instruction are afforded entry points to transfer knowledge (Bransford, Brown & Cocking, 2000). Students are equipped to tackle complex problems early on in their science education, thus eliminating the mystique associated with advanced STEM coursework. By instilling greater feelings of self-efficacy early in a child’s academic career, students are more apt to envision a future as science practitioners and gain confidence in their skills and knowledge.  \n38 AILACTE Volume XIV Fall 2017  \nPreparing teachers for integrated STEM education  \nNational standard reforms such as the Common Core State Standards (CCSS) and the Next Generation State Science Standards (NGSS) offer clear support for the adoption of integrated instructional methods. The CCSS developed series of standards specifically for literacy in science, social studies, and technical subjects (National Governors Association, 2010). The NGSS identifies practices of both science and engineering as well as seven thematic areas or cross-cutting concepts that act as compelling themes woven throughout subject area or grade level (NRC, 2012). Integra","cbCaitE6CGocK9Pc","https://ap.wps.com/l/cbCaitE6CGocK9Pc","pdf",356035,17,"English","# Abstract\n## Integrated STEM models and learning outcomes\n## Preparing teachers for integrated STEM education\n## What is Integrated STEM?\n## Interdisciplinary terminology and integrated understanding","[{\"question\":\"How does the paper define integrated STEM for its purposes?\",\"answer\":\"It defines integrated STEM models as team-teaching efforts that interconnect content to build engagement and relevance through overlapping learning explorations with hands-on components.\"},{\"question\":\"What do teachers in the study report about integrated STEM instruction?\",\"answer\":\"Teachers describe integrated STEM instruction as rewarding and emphasize the need for constant communication to fully implement the model.\"},{\"question\":\"How do students perceive the integrated STEM approach?\",\"answer\":\"Students perceive the model positively and enjoy participating in the learning experiences.\"}]","Beyond the Acronym - Preparing Preservice Teachers for Integrated STEM Education | PDF",1792070203,43]