Integrated STEM and Partnerships
What to Do for More Effective Teams in Informal Settings
Bibliographic Data
| ID | 22048966 |
|---|---|
| Authors | Trina Johnson Kilty (0000-0002-8713-8234, University of Wyoming, corresponding author), Andrea C Burrows (0000-0001-5925-3596, University of Wyoming) |
| Year | 2022 |
| Volume | 12 |
| Issue | 1 |
| Pages | 58 |
| Publication date | 2022-01-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12010058 |
| OpenAlex | W4206779398 |
| Language | EN |
| Citations received | 5 |
| References cited | 30 |
The purpose of this study was to explore how undergraduate college students formed partnerships in informal educational teams to design and build an interdisciplinary, ill-defined, integrated science, technology, engineering, and mathematics (STEM) project and translate it to lessons taught to a pre-collegiate student (e.g., K-12 in the US) audience. The authors pursued two research questions: (a) How does an authentic research project provide space for integrating STEM disciplines? (b) How does an authentic research project impact partnerships among team members? Nine undergraduate college students were accepted into the 2020 cohort, forming three teams of three undergraduates each. Teams were roughly composed of one engineering major, one science major, and one education major. Methods of data collection included interviews and field notes. Data were analyzed by assessing the level of partnership achieved based on an already established model. Results indicate that all teams progressed through pre-partnership to at least the partnership (little p) level. Two partnership dimensions achieved the highest (big P) level: one of perception of benefit and one of products and activities. The results have implications that integration of STEM disciplines and forming partnerships could be related, and that building teamwork skills results in products of higher quality. The results are linked to previous research and recommendations for more effective partnerships are provided
Engineering education · Engineering management · General partnership · Medical education · Pedagogy · Political science · Teamwork · Collaborative Teaching and Inclusion · E-Learning and Knowledge Management · Engineering · Innovative Teaching and Learning Methods · Medicine · Psychology
Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program
Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by Covid-19
STEM Education and Problem-Solving in Space Science
A Framework for Incorporating the “Learning How to Learn” Approach in Teaching STEM Education
Building Successful STEM Partnerships in Education
Handbook of Research on STEM Education
A systematic review of teacher guidance during collaborative learning in primary and secondary education
The relation between 21st-century skills and digital skills
Revisiting the effects of project-based learning on students’ academic achievement
The influence of shared mental models on team process and performance.
A Temporally Based Framework and Taxonomy of Team Processes
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams
Cooperative learning as an evidence-based teaching strategy
(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects
Building a practically useful theory of goal setting and task motivation
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |