Implementering af STEM i grundskolen
Implementering af STEM i grundskolen [pdf, 3.0MB]
IND's studenterserie nr. 108. Specialerapport. Kandidat i STEM-undervisning.
Marie-Louise Krarup, Jakob Holm Jakobsen, Michelle Kyk & Malene Hermann Jensen, 2022.
Vejleder: Katia Bill Nielsen
Abstract
In the recent decades we have seen an increase in the need for STEM-competencies to accommodate the ongoing challenges in our society. It is not until recently that STEM-teaching has been put on the agenda in Denmark's primary school, and the acronym STEM is still relatively unclear to a big part of the teachers. Some have never heard of it, while others are uncertain of their conception of it.
In this thesis we seek to understand which challenges and opportunities the primary school teachers see in implementing STEM-teaching into their practices, and how the use of online learning networks can support the teachers’ professional development (TPD) towards applying a STEM-approach into their classroom practices.
The data is collected and analyzed through a mixed method design consisting of two questionnaires, several interviews, and observation through an online learning network in which we were moderators. The goal of the online learning network was to inspire and scaffold the teachers’ implementation of STEM. This was done by offering the teachers a variety of STEM-based activities and teaching courses in addition to three webinars and weekly posts about STEM-related subjects and activities.
Based on the data we’ve collected we found that it takes time and effort to implement STEM, and it is not without challenges, among which the teachers mentioned time as one of the biggest issues. Some participants experienced an excitement about STEM, as they saw their students were more motivated and engaged in the class than usual. While some have tried multiple courses or activities, other participants are yet to implement STEM. We experienced different levels of TPD among the teachers but can conclude that all the participants that have started an implementation of STEM, has also begun a TPD. In final we conclude that the learning network has been supporting those participants that tried to implement STEM, even though the participants have not been using the full potential of the network.