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Science, technology, engineering, and mathematics (STEM) education is becoming more prevalent at the elementary level, and there has been a push to focus on the integration between the STEM disciplines. Researchers within this study sought to understand the extent to which triads composed of a classroom teacher, student teacher, and an engineering fellow were able to use the context of an engineering design challenge to integrate and incorporate STEM concepts into the elementary classroom. Using a content analysis approach, researchers analyzed STEM integration across four phases of learning: professional development workshop, lesson plan, classroom enactment, and post-lesson reflection. Results highlight the ability for triads to conceptualize the integration of STEM concepts but also the challenge to sustain the integration of STEM concepts across phases of enactment. The need to support teacher learning of STEM content and pedagogical practices for integration are discussed.
Estapa et al. (Mon,) studied this question.