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Abstract This study of a state‐funded, 3‐year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along with leveraging social studies/history and English/language arts as important context and tools for solving society’s biggest challenges. Findings in this study indicated that teachers implemented more effective STEM teaching strategies and had more positive perceptions regarding STEM overall. Further, participants became more aware of their personal needs for resources and support to teach through integrated STEM. Implications for research and practice are discussed.
Wen-bin et al. (Thu,) studied this question.
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