Is a practical approach to integrated instruction and invites teachers to first identify one of the fours content areas (science, technology, engineering, mathematics) to lead the instructional progression for a STEM learning experience (Powell, 2018 AU20: The in-text citation "Powell, 2018" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Culturally-Connected Integrated STEM Instruction
Tiffany S. Powell (Rensselaer Polytechnic Institute, USA)
Copyright: © 2021
|Pages: 19
DOI: 10.4018/978-1-7998-3652-0.ch007
Abstract
This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.