The Next Generation of STEM Teachers

An Interdisciplinary Approach to Meet the Needs of the Future

Edited by Patrick M. Jenlink and Karen Embry Jenlink

STEM Teaching: An Interdisciplinary Approach breaks from the more historical idea of making knowledge within disciplines and seeks to engage the reader in a growing conversation that is gaining momentum and is focused on an ‘interdisciplinarity of STEM education’, which seeks to embrace and/or present emerging perspectives on the standards. Importantly, the conversation on STEM education and interdisciplinary approaches to teacher preparation may draw into specific relief the respective professional and/or disciplinary standards for each of the four STEM disciplines as each relates to fostering an interdisciplinary approach.

The importance and relevance of this interdisciplinary perspective to teacher preparation lies in the realization that STEM literacy moves into everyday lives and thinking, and not just in STEM related disciplines. This means that faculty in teacher preparation need to extend the range of STEM literacy in pedagogical strategies so that STEM teaching is enriched with multimodal literacies into teaching and learning, which in turn makes STEM knowledge more relevant and engaging for its manifest connections to solving the problems that challenge society.

Rowman & Littlefield Publishers

Pages: 184 • Trim: 6¼ x 9⅛

978-1-4758-2274-8 • Hardback • April 2019 • $88.00 • (£68.00)

978-1-4758-2275-5 • Paperback • April 2019 • $44.00 • (£35.00)

978-1-4758-2276-2 • eBook • April 2019 • $41.50 • (£35.00)

Subjects: Education / Teaching Methods & Materials / Science & Technology, Education / Teaching Methods & Materials / Mathematics, Education / Current Issues, Education / Secondary / Technology, Education / Secondary / Mathematics

The Next Generation of STEM Teachers

An Interdisciplinary Approach to Meet the Needs of the Future

Hardback

Paperback

eBook

Summary

STEM Teaching: An Interdisciplinary Approach breaks from the more historical idea of making knowledge within disciplines and seeks to engage the reader in a growing conversation that is gaining momentum and is focused on an ‘interdisciplinarity of STEM education’, which seeks to embrace and/or present emerging perspectives on the standards. Importantly, the conversation on STEM education and interdisciplinary approaches to teacher preparation may draw into specific relief the respective professional and/or disciplinary standards for each of the four STEM disciplines as each relates to fostering an interdisciplinary approach.

The importance and relevance of this interdisciplinary perspective to teacher preparation lies in the realization that STEM literacy moves into everyday lives and thinking, and not just in STEM related disciplines. This means that faculty in teacher preparation need to extend the range of STEM literacy in pedagogical strategies so that STEM teaching is enriched with multimodal literacies into teaching and learning, which in turn makes STEM knowledge more relevant and engaging for its manifest connections to solving the problems that challenge society.

Details

Rowman & Littlefield Publishers

Pages: 184 • Trim: 6¼ x 9⅛

978-1-4758-2274-8 • Hardback • April 2019 • $88.00 • (£68.00)

978-1-4758-2275-5 • Paperback • April 2019 • $44.00 • (£35.00)

978-1-4758-2276-2 • eBook • April 2019 • $41.50 • (£35.00)

Subjects: Education / Teaching Methods & Materials / Science & Technology, Education / Teaching Methods & Materials / Mathematics, Education / Current Issues, Education / Secondary / Technology, Education / Secondary / Mathematics

Author

Patrick M. Jenlink is Regents Professor, the E.J. Campbell Endowed Chair: Professor of Educational Leadership, and Professor of doctoral studies in the Department of Secondary Education and Educational Leadership. His experience includes STEM teaching with emphasis in biology I & II, chemistry, physics, human anatomy and physiology and technology, as well as serving as a building administrator, school district superintendent, evaluator and research consultant on NSF funded Statewide Systemic STEM initiative in Michigan, senior researcher on funded STEM initiatives in Oklahoma with NASA and Oklahoma State University, and senior researcher for a grant funded STEM initiative in Texas, the Texas State Middle Level Mathematics Project.

Karen Embry-Jenlink is a professor of doctoral studies in educational leadership at Stephen F. Austin State University in Nacogdoches, Texas. Dr. Embry-Jenlink has directed/served on several initiatives to support STEM educator preparation and educator and workforce development, including the Texas Middle Level State Mathematics Project, U.S. Integrated Workforce Standards, Texas Regional Collaboratives for Excellence in Science and Mathematics, College and Career Readiness Initiative Mathematics Faculty Collaborative, Talented Teachers For Training in Texas, and she appointed the ATE / NASA Education Commission on STEM Education in the Future.

Table of Contents

Preface

Acknowledgements

Chapter 1 - Introduction: STEM Teacher Preparation and Practice: An Interdisciplinary Perspective

Patrick M. Jenlink and Karen Embry Jenlink, Stephen F. Austin State University

SECTION ONE: Interdisciplinary Thinking and Place-Based Practices in STEM Education

Chapter 2: Toward an Eccentric Educational Ideal: The Demands for Interdisciplinary Thinking and Collaboration

Shawn Vecellio, The National Hispanic University

Chapter 3: Looking Deeper through the STEM Lens: Exploring the Intersection between Content and Context to Optimize Learning

Louis S. Nadelson and Anne Seifert, Boise State University

Chapter 4: “I Don’t Know Anything About DNA. Well I Do, But Not From You Guys”: A Vision for Interdisciplinary STEM Teaching

Vanessa Svihla, Kersti Tyson, Justin Boyle, Jamie Collins, Ara Kooser, Ayesha Livingston, Abigail Stiles, and Julie Bryant

Chapter 5: Mathematics, Science, and Technology Reform in Teacher Education: Implications for Teaching Practice

Deborah Moore-Russo and Naemi Waight

SECTION TWO: Complexities and Challenges in STEM Education

Chapter 6: Developing a STEM Education Teacher Preparation Program to help Increase STEM Literacy amongst Preservice Teachers

Margaret Mohr-Schroeder, Christa Jackson, D. Craig Schroeder, and Jennifer Wilhelm, University of Kentucky, Fayette County Public Schools

Chapter 7: Troubling STEM: Making a Case for An Ethics/STEM Partnership

Astrid Steele, Nipissing University

Chapter 8: Literacy-Rich STEM Project Based Learning: Preparing STEM Teachers for High Needs Schools

Kevin Carr, Pacific University College of Education

Chapter 9: Promoting an Interdisciplinary Approach to STEM Education: Matching STEM Pedagogy to Trends on the Demand-Side

Joseph Mukuni

Chapter 10: Epilogue: The Future of STEM Teaching

Karen Embry Jenlink and Patrick M. Jenlink, Stephen F. Austin State University

About the Editors

About the Contributors

Reviews

Patrick M. Jenlink and Karen Embry Jenlink have compiled an important and timely resource for professionals in the field of STEM teacher preparation programs. This well-written volume provides a clear argument for utilizing an interdisciplinary perspective when preparing teachers who will guide student learning in the twenty-first century in the fields of science, mathematics, engineering and technology. As an engineer and STEM education scholar for many years, it is refreshing to note the importance given not only to teaching strong content fundamentals but also to infusing pedagogy with cultural relevance and real-world contexts that celebrate creativity and innovation. The guidance of the editors and the other respected contributing authors will positively impact not only faculty who prepare teachers and their teacher candidates, but also the young K-12 students who will learn from professionals who model the interdisciplinary nature of learning, collaborating and problem solving as future professionals in the STEM workforce.
— Araceli Martinez Ortiz, Executive Director, LBJ Institute for STEM Education and Research; Research Associate Professor of Engineering Education, College of Education, Texas State University

The excitement of learning science and mathematics comes from wrestling with how science is thoroughly intertwined with engineering and technology and bound together with societal and cultural values. STEM teachers represent our society’s front line for engendering a love for science in the children that follow in our footsteps, and this book carefully outlines both the barriers to fruitful STEM teaching and provides navigable pathways to success that our teachers—and ultimately our children—need right now.
— Timothy F. Slater, University of Wyoming Endowed Professor; Senior Scientist, CAPER Center for Astronomy & Physics Education Research

STEM educators believe in the necessity and power of interdisciplinary learning, but few know how to create rich cross-boundary learning opportunities. The authors in STEM Teaching: An Interdisciplinary Approach creatively address this problem where it must begin—with educating teachers. The book is a rich and comprehensive resource for teacher educators who want to learn about, or are engaged in, STEM interdisciplinary learning, teaching, and teacher education.
— James Hiebert, Robert J. Barkley Professor of Education, School of Education, University of Delaware

STEM Teaching: An Interdisciplinary Approach is a disruptive book about how to approach and how to teach in a new inspired way for new generations of teachers. The authors in this book take readers to the suggestive world of the interdisciplinary perspective, a holistic vision of teacher education, very useful to anyone who wants to connect different disciplines for a real education for a real life. It is a must-read for teachers, educators, students and researchers with a step forward list of recommendations to change our thinking level about STEM education.
— Luis Marqués Molías, Dean, Faculty of Educational Sciences and Psychology, Universitat Rovira i Virgili, Spain

With the growing demand for individuals with expertise in STEM fields, STEM Teaching: An Interdisciplinary Approach is not only timely but is imperative. It provides support for teacher educators wishing to prepare new teachers with the expertise needed to promote STEM through an interdisciplinary approach and redefines what it means to be literate in today’s world.
— Shirley Lefever PhD, interim vice president and provost, Wichita State University; past president, Association of Teacher Educators (ATE)