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dc.contributor.authorKilty, Trina
dc.contributor.authorBurrows, Andrea
dc.contributor.authorWelsh, Kate
dc.contributor.authorKilty, Kevin
dc.contributor.authorMcBride, Shawna
dc.contributor.authorBergmaier, Philip
dc.date.accessioned2021-05-14T09:35:10Z
dc.date.available2021-05-14T09:35:10Z
dc.date.issued2021-04
dc.identifier.citationKilty, T. [et al.]. Transcending disciplines: engaging college students in interdisciplinary research, integrated STEM, and partnerships. "JOTSE: Journal of Technology and Science Education", Abril 2021, vol. 11, núm. 1, p. 146-166.
dc.identifier.issn2013-6374
dc.identifier.urihttp://hdl.handle.net/2117/345598
dc.description.abstractAn authentic, interdisciplinary, research and problem-based integrated science, technology, engineering,and mathematics (STEM) project may be ideal for encouraging scientific inquiry and developing teamworkamong undergraduate students, but it also presents challenges. The authors describe how twointerdisciplinary teams (n=6) of undergraduate college students built integrated STEM projects in aresearch based internship setting, and then collaboratively brought the project to fruition to includedesigning lessons and activities shared with K-12 students in a classroom setting. Each three personundergraduate team consisted of two STEM majors and one Education major. The Education majors area special focus for this study. Interviews, field observations, and lesson plan artifacts collected from theundergraduate college students were analyzed according to authenticity factors, the authentic scientificinquiry instrument, and an integrated STEM instrument. The authors highlight areas of strength andweakness for both teams and explore how preservice teachers contributed to integrated STEM productsand lessons. Teacher educators might apply recommendations for teacher preparation and professionaldevelopment when facilitating authentic scientific inquiry and integrated STEM topics with both STEMand non-STEM educators. Undergraduate college students were challenged to fully integrate the STEMdisciplines, transitions between them, and the spaces between them where multiple disciplines existed. Bydescribing the challenges of integrating the spaces between STEM, the authors offer a description of theundergraduate college students’ experiences in an effort to expand the common message beyond a flatapproach of try this activity because it works, to a more robust message of try this type of engagementand purposefully organize for maximum results
dc.format.extent21 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Innovació i Investigació educativa
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge basat en problemes i projectes
dc.subject.lcshProject method in teaching
dc.subject.lcshScience--Study and teaching
dc.subject.lcshProblem-based learning
dc.subject.lcshTeam learning approach in education
dc.subject.otherAuthentic Scientific Inquiry
dc.subject.otherIntegrated STEM
dc.subject.otherUndergraduate research
dc.subject.otherInterdisciplinary research
dc.subject.otherPartnerships
dc.subject.otherHigh-altitude balloon
dc.titleTranscending disciplines: engaging college students in interdisciplinary research, integrated STEM, and partnerships
dc.typeArticle
dc.subject.lemacMètode de projectes
dc.subject.lemacCiència -- Ensenyament
dc.subject.lemacAprenentatge basat en problemes
dc.subject.lemacAprenentatge -- Treball en equip
dc.identifier.doi10.3926/jotse.1139
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.publicationNameJOTSE: Journal of Technology and Science Education
local.citation.volume11
local.citation.number1
local.citation.startingPage146
local.citation.endingPage166


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