REVERSE ENGINEERING THE K-12 SCIENCE EDUCATION EXPERIENCE THROUGH INTEGRATED STEM CURRICULUM DESIGN

An understanding of the complex interplay between student learning and teacher aptitude with novel instructional approaches is vital to effective application of instructional design principles, practices, and application. This dissertation uses three separate research articles to triangulate integrated STEM instructional design promising practices. The guiding questions behind this effort are 1) what instructional design constraints are associated with creation/implementation of integrated STEM instructional approaches, and 2) how can integrated STEM educative technology be leveraged to address technology literacy issues within siloed STEM education and career fields. Exploration into these questions included conducting research into the impact of incorporating novel technology learning activities to enhance pre-service elementary teacher competence and self-efficacy while reducing science activity facilitation anxiety. This mixed-methods study indicates that novel learning activities have a limited effect on improving pre-service teacher self-efficacy, confidence, and competence. However, they do provide important commentary on the likelihood of adoption into future classrooms. When combining all four STEM subjects in a K-12 setting, a thoughtful planning process and formative instructional approach can promote successful integration of STEM disciplines and promote adoption by in-service K-12 teachers. A mixed-methods case study found that application of an instructional approach usability scale provides a standard of instructional design (ID) promising practice regarding curriculum design, development, and implementation for integrated STEM ID projects. Finally, perceptions and experiences with curriculum integrating all four STEM disciplines over 16 weeks were used to inform integrated STEM design decisions promoting teacher/student competency. Here, research found purposeful integration of math and engineering objectives with science content assisted students in making connections across STEM disciplines. The research described in this thesis demonstrates that all students undergo uniquely personal learning experiences. Moreover, it was discovered that teacher perceptions of instruction approach usability provides an instructional designer with critical information about accessibility of instructional approach, curriculum content, and organization as well as proposed teacher’s role in the learning process. Furthermore, instructional designers working on integrated STEM ID projects should be cognizant of STEM practices, thinking, communication, technology, and tools. Thus, a framework is proposed for monitoring STEM practices, thinking, and communication across resulting integrated STEM curriculum.