ITI681 v1

Bybee, R. W. (2020). STEM, standards, and strategies for high-quality units. NASTA Press.

Read Part I - Your Leadership for Creating STEM Units.

This part will introduce you to the idea of STEM units and help you establish a vision for high-quality STEM units.

Davies, M. (2015). A model of critical thinking in higher education. Higher education: Handbook of theory and research (pp. 41-92).

To understand what critical thinking models and skills can be applied to teaching STEM and STEAM subjects.

Sousa, D. A., & Pilecki, T. (2018). From STEM to STEAM : brain-compatible strategies and lessons that integrate the arts (2nd ed.). Corwin.

Read Chapter 1.

This reading will help you understand why it is important STEAM/STEM education and know STEAM/STEM lesson components.

STEM programs should prepare you to apply your education to societal challenges of the academy.

Holmlund, T.D., Lesseig, K. & Slavit, D. Making sense of “STEM education” in K-12 contexts. IJ STEM Ed 5, 32 (2018).

To understand why collective sensemaking through professional dialog can be an explicit and ongoing activity when planning for and implementing STEM education.

O’Dwyer, A., Hourigan, M., Leavy, A.M. et al. 'I Have Seen STEM in Action and It's Quite Do-able!' The Impact of an Extended Professional Development Model on Teacher Efficacy in Primary STEM Education. Int J of Sci and Math Educ 21 (Suppl 1), 131–157 (2023).

The structure of the STEM Professional Development program that included specific features targeting particular efficacy sources facilitated teachers access to powerful performance accomplishment and incrementally enhanced their teacher efficacy in STEM education.