Roberts, Megan
(2024)
Closing the Gap: Addressing the Deficiency of STEM Professional Development for Elementary Educators.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
To meet the demand for STEM-literate workers, elementary and secondary schools are integrating STEM curriculum and pedagogy into their daily routines. According to the National Academy of Engineering and National Research Council (2014), STEM literacy entails understanding the roles of science, technology, engineering, and mathematics in modern society, grasping fundamental concepts from each area, and applying these skills fluently in everyday contexts (p. 34). With 2.4 million unfilled STEM jobs for every unemployed STEM graduate (National Science Board, 2012), the economic imperative for producing STEM-capable students is clear. To maximize students' STEM potential, schools must enhance their STEM education efforts and refine instructional practices. Gomez and Albrecht (2013) advocate an interdisciplinary STEM pedagogy that connects learning to real-world applications, preparing students for future STEM careers.
Initiatives have begun to integrate engineering and technology into traditional math and science classrooms, promoting project-based learning through the engineering design process (National Science Board, 2007). This approach encourages students to apply their knowledge to solve practical problems, aligning with effective STEM pedagogy where learning occurs through hands-on experience. However, neglecting STEM and science education in favor of prioritizing other subjects can hinder overall academic achievement in reading and math (Royce, 2024).
Research indicates that broad background knowledge correlates with better reading comprehension, as prior experiences enrich students' understanding of text content (Schwartz, 2024). Educators can foster connections that enhance reading comprehension and overall academic achievement by allowing students to explore, engage, and investigate STEM concepts.
The theory of improvement in my dissertation aims to observe teachers’ actions and reactions to their involvement in a “just in time” STEM kit professional development, Professional development serves as the primary driver for this change, aiming to validate its effectiveness within my elementary school. This approach underscores the critical role of ongoing teacher training in building confidence and competence in STEM education, preparing educators to effectively integrate STEM across the curriculum and enhance student learning outcomes.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
28 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
28 June 2024 |
| Approval Date: |
28 August 2024 |
| Submission Date: |
6 August 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
87 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
STEM, Professional Development, Elementary Teachers |
| Date Deposited: |
28 Aug 2024 15:26 |
| Last Modified: |
28 Aug 2024 15:26 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46835 |
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