Exploring K-3 Educator Perspectives on STEM Learning

Abstract

Science, technology, engineering, and mathematics (STEM) instruction has become a priority b across the globe in recent years. Elementary educators are seeking ways to integrate STEM in all areas of learning. However, research indicates that most elementary teachers grapple with identifying and using appropriate STEM tools and instructional strategies that teach STEM as an integrated subject. This paper reports on an exploratory study examining the experiences of K-3 teachers (n=26) who contributed to the development of a summer STEM institute. It also examines in greater detail the perceptions of twelve of those participants who participated in the professional development institute. The study used quantitative and qualitative approaches to collect and analyze data. Findings indicate that teachers appreciate the use of inexpensive STEM tools and that they recognize the potential that an integrated STEM project-based learning approach has for young students. Implications for teacher education and professional development are offered along with recommendations for future research.