Fostering Inquiry

The Impact of Cross-Curricular Professional Development on STEM Teacher Practices

Datos Bibliográficos

ID22042457
AutoresMirna Mendoza Wilson (Rice University, autor de correspondencia), Faiza Zafar (0000-0002-2344-2085, Rice University), Carolyn Nichol (0000-0002-4132-885X, Rice University)
Año2025
Volumen15
Número4
Páginas421
Fecha de publicación2025-03-27
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15040421
OpenAlexW4408941537
IdiomaEN
Citas recibidas3
Referencias citadas31

This study investigated the impact of sustained, inquiry-based professional development (PD) on K-12 STEM educators’ instructional practices, with a particular focus on integrated mathematics and science teaching. As STEM education becomes increasingly vital in preparing students to address global challenges, educators face the challenge of adapting their teaching strategies to foster meaningful, engaging, and effective learning experiences. Inquiry-based learning (IBL) has emerged as a promising approach through its emphasis on student-driven exploration and collaborative learning. However, its effective implementation often requires targeted PD. This qualitative study examines the ConocoPhillips Applied Math Program (AMP!), a sustained teacher PD program focused on mathematics and science instruction, to investigate how it supported teachers’ shift toward inquiry-based practices. Semi-structured interviews with six past AMP! participants revealed that the program positively influenced teachers’ content knowledge, pedagogical strategies, and confidence, leading to better student engagement and achievement. This study also highlighted the importance of addressing the practical challenges of IBL implementation, such as teachers’ time constraints and resistance to adopting new pedagogical strategies. The findings emphasized the need for PD programs to prioritize adaptability and provide long-term support and content aligned with teachers’ immediate needs

Faculty Development · Mathematics education · Pedagogy · Professional development · Sociology · Diverse Educational Innovations Studies · Psychology · Teacher Education and Leadership Studies · Teaching and Learning Programming