Investigating the adoption of integrated STEM education within classrooms. (c2018)

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dc.contributor.author El-Sayegh, Nour Adel
dc.date.accessioned 2019-04-17T08:53:18Z
dc.date.available 2019-04-17T08:53:18Z
dc.date.copyright 2018 en_US
dc.date.issued 2019-04-17
dc.date.submitted 2018-12-19
dc.identifier.uri http://hdl.handle.net/10725/10472
dc.description.abstract Education is facing, in the 21st century, various global challenges such as climate change and pollution. Solutions to these problems require the integration of science, technology, engineering and mathematics (STEM). Driven by the need to promote a society that is literate in these fields, STEM education is gaining more popularity. This case study investigated the implementation of integrated STEM education by homeroom teachers in elementary classes in an American-education private school in Beirut. Thirty homeroom teachers, three coordinators and the director of teacher professional development office participated in the study. Observations were carried out during the implementation of two instructional units in grade-3 and grade-4 classrooms. Ten semi-structured interviews were conducted with the director, coordinators, grade-3 teachers and grade-4 teachers. All homeroom teachers from the remaining grade levels were surveyed. The findings revealed that the most frequently used strategies among teachers are student-centered approaches and inquiry-based methods. Less use is made of project-based learning and model construction. Technology is used as both, a tool for teaching and learning and as a resource to find activities. Teachers reported various types of support that they get from the school administration for enhancing their technological and pedagogical content knowledge (TPACK), including collaboration, coaching, professional development opportunities and different types of resources. In addition, different external and internal barriers were identified. External barriers include lack of vision, lack of space, financial barriers, curricular issues, lack of support and time constraints. Internal barriers include personal challenges, insufficient technological and content knowledge and insufficient teacher understanding of STEM education. Although this study is limited to one elementary school, the identified themes may be useful for other schools that intend to go into STEM, as it informs educators about the challenges they may face, so they may remedy the problems and barriers at the right time. en_US
dc.language.iso en en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.subject Home room guidance (Elementary) en_US
dc.subject Interdisciplinary approach in education en_US
dc.subject Science -- Study and teaching (Elementary) en_US
dc.subject Technology -- Study and teaching (Elementary) en_US
dc.subject Engineering -- Study and teaching (Elementary) en_US
dc.subject Mathematics -- Study and teaching (Elementary) en_US
dc.title Investigating the adoption of integrated STEM education within classrooms. (c2018) en_US
dc.type Thesis en_US
dc.title.subtitle A case study en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201508423 en_US
dc.author.commembers Yacoubian, Hagop
dc.author.commembers Natout, Mahmoud
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xviii, 294 leaves; col. ill.; 30 cm. available at RNL. en_US
dc.author.advisor Osta, Iman
dc.keywords STEM Education en_US
dc.keywords Elementary education en_US
dc.keywords STEM teaching strategies en_US
dc.keywords Teacher TPACK en_US
dc.keywords Internal barriers en_US
dc.keywords External barriers en_US
dc.description.bibliographiccitations Bibliography: leaves 248-253. en_US
dc.identifier.doi https://doi.org/10.26756/th.2019.120 en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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