STEAM Enacted: A Case Study Exploring Middle School Teachers Implementing STEAM Instructional Practices

摘要

This paper examines the implementation practices of two middle school teachers enacting STEAM (science, technology, engineering, art and math) teaching in their classrooms after participating in STEAM graduate courses. Situated within a larger study examining the STEAM teaching practices of 43 middle school science and math teachers, case study is used to contextualize examples and detail the process, successes, and challenges of two participating teachers. Project-based learning, technology integration, and transdisciplinary teaching are the lens from which the teacher's lesson and reflections are deconstructed. Effective STEAM teaching is discussed along with challenges, successes and implications for practice, including the shifting role of the teacher and relying on prior pedagogical practices. The paper concludes by proposing next steps for the research.