000127905 001__ 127905
000127905 005__ 20240731103324.0
000127905 0247_ $$2doi$$a10.5430/jct.v12n6p1
000127905 0248_ $$2sideral$$a134979
000127905 037__ $$aART-2023-134979
000127905 041__ $$aeng
000127905 100__ $$0(orcid)0000-0002-7725-3917$$aArnal-Palacián, Mónica$$uUniversidad de Zaragoza
000127905 245__ $$aAnalysis of Interdisciplinary STEM Lessons Generated by Pre-Service and Inservice Teachers in the United States
000127905 260__ $$c2023
000127905 5060_ $$aAccess copy available to the general public$$fUnrestricted
000127905 5203_ $$aThis study views STEM as a space with the potential to dismantle the narrow disciplinary silos that have led to inequitable gaps in achievement. Responding to the latest recommendations for teachers from NCTM and NSTA, this study aims to examine the instructional design of secondary mathematics and science pre-service teachers in an interdisciplinary STEM lesson about a pandemic. Starting with two images, teachers are asked to design the associated activities that they would implement in the classroom. Researchers utilized a qualitative methodology based on the categories of the 5E Model: Engage, Explore, Explain, Elaborate and Evaluate. The findings highlight responses to each of the 5E factors are very mixed. Teaching strategies consisting of posing questions predominate, promoting the Engage factor; while the Explore factor is barely considered, which could hinder the incorporation of group skills and critical thinking. This study offers a pathway on how to assess the professional learning of novice teachers following the 5E model through a contextualized activity with bacterial growth.
000127905 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-23R
000127905 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000127905 592__ $$a0.146$$b2023
000127905 593__ $$aEducation$$c2023$$dQ4
000127905 594__ $$a0.6$$b2023
000127905 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000127905 700__ $$aJohnson, Janelle M.
000127905 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000127905 773__ $$g12, 6 (2023), [11 pp.]$$tJournal of Curriculum and Teaching$$x1927-2677
000127905 8564_ $$s496853$$uhttps://zaguan.unizar.es/record/127905/files/texto_completo.pdf$$yVersión publicada
000127905 8564_ $$s2590138$$uhttps://zaguan.unizar.es/record/127905/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000127905 909CO $$ooai:zaguan.unizar.es:127905$$particulos$$pdriver
000127905 951__ $$a2024-07-31-09:43:55
000127905 980__ $$aARTICLE