Changes in Teacher Dispositions Among Participants in Hands-on Teaching of a STEM Curriculum

  1. Rhonda Christensen, University of North Texas, United States
  2. Gerald Knezek, University of North Texas, United States

Wednesday, March 8 12:10-12:30 PM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Terry Smith, Radford University - School of Teacher Education & Leadership, United States

Going Green! Middle Schoolers Out to Save the World (MSOSW) focuses on students using energy monitoring equipment to assess the amount of standby power consumed by their home entertainment devices and appliances when not performing any useful functions. This program focuses on improving the STEM pipeline by preparing both teachers and students in engaging activities aimed at creating and increasing interest in STEM careers for students. Teachers who participated in this hands-on, real world curriculum project, that included professional development, project tools and resources, gained in their dispositions toward engineering, mathematics and constructivist teaching style compared to teachers who did not participate in the program. This paper presents findings comparing treatment and comparison teachers’ STEM dispositions, technology integration levels and constructivist teaching style.

ID
50907
Type
Brief Paper
Topics
Research & Evaluation Science Education
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