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Cross-Case Analysis: K-12 International Teachers’ Perspectives on Integrated STEM and Computational Thinking Practices

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Education Graduate Research Consortium (EEGRC) Poster Session

Tagged Division

Student

Page Count

2

Permanent URL

https://peer.asee.org/30242

Download Count

163

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Paper Authors

biography

Cristina Diordieva Texas Tech University

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Mrs. Cristina Diordieva is the Project Coordinator for the World MOON Project. Mrs. Diordieva is currently a doctoral candidate in Educational and Instructional Technology (EDIT) program and minoring in Bilingual Education in the College of Education at Texas Tech University. She earned a BA majoring in French and minoring in Linguistics from Texas Tech University. She is highly interested in conducting research within the multidisciplinary studies that encompasses second language acquisition in educational technology and online learning as well as designing engineering online courses. In addition, in 2017, she became the first and only individual to obtain the Diplôme de Français Professionnel from the Chamber of Commerce of Paris Professional French at Texas Tech University. Also, she received the 2017 Paul Whitfield Horn Fellowship Award and Helen DeVitt Jones at Texas Tech University. Mrs. Diordieva looks forward to expanding her research and teaching practices in a higher education research institutions and can be reached at cristina.diordieva@ttu.edu.

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biography

Ibrahim H. Yeter Purdue University-Main Campus, West Lafayette (College of Engineering)

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Ibrahim H. Yeter is currently a Postdoctoral Researcher in the INSPIRE Research Center in the School of Engineering Education at Purdue University. He obtained his PhD in Curriculum and Instruction emphasizing in Engineering Education and Master's degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education framework.

Recently, he received the Early Career Researcher Award from European Science Education Research Association (ESERA) in 2017. In addition, he is one of two scholarship recipients awarded by National Association for Research in Science Teaching (NARST) to attend the ESERA summer research conference in České Budějovice, Czech Republic in August 2016. He has also been named as Jhumki Basu Scholar by the NARST in 2014.

Additional projects involvement include: PictureSTEM, STEM+C, Engineering is Elementary (EiE); Rocket Project; World MOON Project; and Robotics. He can be reached at iyeter@purdue.edu.

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Walter Smith Texas Tech University

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Helen DeVitt Jones Professor of Education

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Abstract

The purpose of this study is to conduct a cross-case analysis method to investigate K-12 international teachers’ views on integrated STEM and computational thinking practices via the World MOON (More Observation Of Nature) project. The World MOON project is an international STEM (i-STEM) collaborative project that thousands of international K-12 students and hundreds of teachers have been exposed to, as well as various researchers and practitioners around the world, such as, from Australia, Brazil, China, South Africa, and the United States. The project is established to provide inquiry- and project-based learning in science, technology, engineering and mathematics (STEM) disciplines as well as computational thinking (CT) practices such as observing and identifying patterns in aerospace objects (e.g., moon phases). Integrated STEM and CT practices are implemented heavily in the project to make the learning environments more meaningful to the students while they collaborate with their peers from different countries. In this project, students conveyed their observed patterns in an essay format and exchange with their peers. This allows students to investigate how their observed patterns result are the same or different. More importantly, this project carries an important role for international collaboration in aerospace and STEM education by relating to the specific curricular goals, such as, including aerospace, inquiry skills, nature of STEM. For this specific study, the qualitative research methodology (i.e., cross-case analysis) will be used to determine all the participated teachers’ views on integrated STEM and CT as well as their needs and outcomes for this global project. For 2017-2018 school year, there are 32 teachers participated in this project and 17 of them accepted to be in this specific study. The anticipated data from the 17 teachers will be collected from two different sources, such as, semi-structured interview and document artifacts. The semi-structured interviews with the teachers, as well as follow-up emails, will be conducted to look in-depth about their views. The anticipated results indicate that this project helped students to improve their aerospace, integrated STEM and CT practices and skills throughout the semester. Further results, discussions, and recommendations will be disseminated in the study accordingly.

Diordieva, C., & Yeter, I. H., & Smith, W. (2018, June), Cross-Case Analysis: K-12 International Teachers’ Perspectives on Integrated STEM and Computational Thinking Practices Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30242

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