- Year 2024
- NSF Noyce Award # 2151012
- First Name Sumreen
- Last Name Asim
- Registration Faculty/Administrator/Other
- Discipline STEM Education (general)
- Role Principal Investigator (PI)
- Presenters
Sumreen Asim, PhD, Indiana University Southeast
Need
The research aims to monitor elementary teachers’ iSTEM teaching self-efficacy from preservice to inservice roles, identify training elements supporting iSTEM self-efficacy, examine links between self-efficacy, teaching effectiveness, and retention, and foster a community for STEM teaching improvement and ongoing self-efficacy development.
Research Questions
This collaborative Noyce Track 4 Research grant including the University of Nebraska – Lincoln, Southern Methodist University, Indiana University Southeast and Towson University hopes to uncover the following information: What do elementary PSTs describe as barriers to implementing integrated STEM instruction at the elementary level?
Approach
1) Data Collection: Sequential explanatory mixed methods design pre- and post-science/STEM methods course survey data (SETIS; Mobley, 2015) 2) Analysis: Included post-survey responses to the question: “What do you think will be the biggest challenges you will face in teaching integrated STEM at the elementary level?” Codebook developed based on subset of responses and applied to entire dataset using MAXQDA (VERBI Software, 2021).
Outcomes
For this study we have only analyzed the qualitative data so far using MAXQDA. Challenges were grouped into First-Order (External) and Second-Order (Internal) Barriers (Ertmer et all., 1999). Each order contains second- and third-level codes. Overall the barriers included 1) time and resources, 2) support from others, 3) pedagogical challenges, 4) content, etc.
Broader Impacts
Deeper analysis of challenges and quantitative analysis considering other factors that may impact challenges. Data collection in future semesters to allow for more rigor to the study.
