The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
Considerations for Teaching Integrated STEM Education
Open accessAbstract
Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively teach integrated STEM education. A support, teaching, efficacy, and materials (s.t.e.m.) model of considerations for teaching integrated STEM education was developed through a year-long partnership with a middle school. The middle school was implementing Project Lead the Way’s Gateway to Technology curriculum. The s.t.e.m. model is a good starting point for teachers as they implement and improve integrated STEM education.
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Teachers with limited knowledge in a subject outside of their area of expertise struggle to have confidence in teaching those subjects.
“Research indicates that teachers with limited knowledge in a subject outside of their area of expertise struggle to have confidence in teaching those subjects (Stohlmann et al., 2012).”
From Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice (2020) · cites this paper as Stohlmann et al., 2012
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Cites
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Flagged first, then by citations
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Cited by
Sorted by citations
A conceptual framework for integrated STEM education
Kelley, T. R., & Knowles, J. G. (2016) · International Journal of STEM Education · doi:10.1186/s40594-016-0046-z · Cited by 1,832
Teachers’ Perception of STEM Integration and Education: A Systematic Literature Review
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Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00211-w · Cited by 238
Metadata
- Authors
- Stohlmann, M., Moore, T., & Roehrig, G.
- Affiliations
- University of Minnesota (US)
- Venue
- Journal of Pre-College Engineering Education Research
- Publisher
- Purdue University Press
- Published
- 2012-04-12
- Volume
- 2
- Issue
- 1
- Pages
- 28-34
- ISSN
- 2157-9288 (ISSN-L)
- OpenAlex
- W2167170231
- Cited by
- 810
- References
- 26
- Citations by year
- 2026: 37 · 2025: 43 · 2024: 93 · 2023: 86 · 2022: 116 · 2021: 113 · 2020: 137 · 2019: 66 · 2018: 49 · 2017: 35 · 2016: 17 · 2015: 11 · 2014: 5 · 2013: 2
- FWCI
- 27.88
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-nd
- Locations
- Journal of Pre-College Engineering Education Research (J-PEER) (publishedVersion, cc-by-nc-nd)
- Purdue e-Pubs (Purdue University System) (submittedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › STEM Education
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- STEM integration, teacher knowledge, teacher support, teacher self-efficacy, teaching materials, Project Lead the Way, STEM teacher education
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