Open AccessIntegrating Literacy into STEM Education: Changing Teachers’ Dispositions and Classroom Practice
Author(s) -
Shoudong Feng,
Umadevi Garimella,
Carolyn L. Pinchback
Publication year - 2020
Publication title -
journal of stem teacher education
Language(s) - English
Resource type - Journals
eISSN - 2158-6586
pISSN - 2158-6594
DOI - 10.30707/jste55.1/zqjk5370
Subject(s) - literacy , general partnership , perception , pedagogy , mathematics education , psychology , teacher education , teacher preparation , information literacy , scientific literacy , science education , political science , neuroscience , law
In this paper, the results of a study of teachers’ dispositions and classroom practices regarding literacy integration into STEM courses are presented. The Connection Core Concepts (CCI) program, developed through Mathematics and Science Partnership (MSP) grant funds, was designed to support the integration of content across subject areas. Literacy is one of the emphases in Integrated STEM to enhance teacher content knowledge and increase student success. Research data were gathered from 30 teacher participants from Grades 5–8 through surveys, observations and interviews. The results indicated that there were positive changes in teacher perceptions as well as classroom practices in regard to integrating literacy into STEM.