본문 바로가기
KERD
논문KCI 등재

Interdisciplinary Knowledge for Teaching: A Model for Epistemic Support in Elementary Classrooms

Sarah Lilly|Jennifer L. Chiu|Kevin W. McElhaney
한국수학교육학회|2021.09|Mathematics Education Research and Practice|제24권 제3호|pp. 137-173|DOI 10.7468/jksmed.2021.24.3.137

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

epistemic supportinterdisciplinary knowledgeelementary teachers

초록

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers’ epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers’ instructional decision-making. Toward these ends, this paper builds upon existing models of teachers’ instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

Abstract

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers’ epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers’ instructional decision-making. Toward these ends, this paper builds upon existing models of teachers’ instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

참고문헌 (74)

  1. Abd-El-Khalick, F., "Improving science teachers' conceptions of nature of science : A critical review of the literature", International journal of science education, 22(7), pp.665~701 (2000)
  2. Louis Alfieri, "Case studies of a robot-based game to shape interests and hone proportional reasoning skills", International Journal of STEM Education, 2(1) (2015), Springer Science and Business Media LLC[DOI]
  3. Appleton, K., "Developing science pedagogical content knowledge through mentoring elementary teachers", Journal of Science Teacher Education, 19(6), pp.523~545 (2008)
  4. Askew, M., "Effective teachers of numeracy in primary schools: Teachers' beliefs, practices and pupils' learning" (1997), King’s College, University of London
  5. Baker, C. K., "Integrating STEM in elementary classrooms using model-eliciting activities : Responsive professional development for mathematics coaches and teachers", International journal of STEM education, 4(1), pp.10~ (2017)
  6. Ball, D. L., "Content knowledge for teaching : What makes it special", Journal of teacher education, 59(5), pp.389~407 (2008)
  7. Berland, L. K., "Epistemologies in practice : Making scientific practices meaningful for students", Journal of Research in Science Teaching, 53(7), pp.1082~1112 (2016)
  8. Borko, H., "Professional development and teacher learning : Mapping the terrain", Educational Researcher, 33(8), pp.3~15 (2004)
  9. Browning, C., "Mathematical content knowledge for teaching elementary mathematics : A focus on geometry and measurement", The Mathematics Enthusiast, 11(2), pp.333~383 (2014)
  10. Chevallard, Y., "Steps towards a new epistemology in mathematics education", Proceedings of the 4th Conference of the European Society for Research in Mathematics Education (CERME 4), pp.21~30 (2006)
  11. Andri Christodoulou, "The science classroom as a site of epistemic talk: A case study of a teacher's attempts to teach science based on argument", Journal of Research in Science Teaching, 51(10), pp.1275~1300 (2014), Wiley[DOI]
  12. Chiu, J. L., "A Principled approach to NGSS-aligned curriculum development: A pilot study", Paper presented at NARST Annual International Conference (2019)
  13. Cochran-Smith, M., "Communities for teacher research : Fringe or forefront", American Journal of Education, 100(3), pp.298~324 (1992)
  14. Cook, B. G., "Determining evidence-based practices in special education", Exceptional Children, 75(3), pp.365~383 (2009)
  15. Dasgupta, C., "Investigating teacher’s technological pedagogical content knowledge in a CAD-enabled learning environment", Paper presented and published at the 124th ASEE Annual Conference & Exposition (2017)
  16. Duschl, R. A., "Reconceptualizing STEM Education: The central role of practices", pp.15~46 (2016), Routledge
  17. Estapa, A. T., "Supporting integrated STEM in the elementary classroom : a professional development approach centered on an engineering design challenge", International Journal of STEM education, 4(1), pp.6~ (2017)
  18. Fllis, A. K., "Interdisciplinary curriculum : The research base : The decision to approach music curriculum from an interdisciplinary perspective should include a consideration of all the possible benefits and drawbacks", Music Educators Journal, 87(5), pp.22~68 (2001)
  19. Foss, D. H., "Preservice elementary teachers' views of pedagogical and mathematical content knowledge", Teaching and teacher Education, 12(4), pp.429~442 (1996)
  20. Frykholm, J., "Connecting science and mathematics instruction : Pedagogical context knowledge for teachers", School Science and Mathematics, 105(3), pp.127~141 (2005)
  21. Furner, J. M., "The mathematics and science integration argument: A stand for teacher education", Eurasia Journal of Mathematics, Science & Technology Education, 3(3), pp.185~189 (2007)
  22. Ganesh, T. G., "Engineering in pre-college settings: Synthesizing research, policy, and practices", pp.89~115 (2014), Purdue University Press
  23. Garet, M. S., "What makes professional development effective? Results from a national sample of teachers", American Educational Research Journal, 38(4), pp.915~945 (2001)
  24. Gess-Newsome, J., "Examining pedagogical content knowledge", pp.3~17 (1999), Springer
  25. Gess-Newsome, J., "A model of teacher professional knowledge and skill including PCK", Re-examining Pedagogical Content Knowledge in Science Education, 41(7), pp.28~42 (2015)
  26. María González‐Howard, "Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding", Journal of Research in Science Teaching, 56(6), pp.821~844 (2019), Wiley[DOI]
  27. Ron Gray, "Talking modelling: examining secondary science teachers’ modelling-related talk during a model-based inquiry unit", International Journal of Science Education, 40(11), pp.1345~1366 (2018), Informa UK Limited[DOI]
  28. Grossman, P. L., "The making of a teacher: Teacher knowledge and teacher education" (1990), Teachers College Press
  29. Guskey, T. R., "What works in professional development?", Phi Delta Kappan, 90(7), pp.495~500 (2009)
  30. Hamre, B. K., "Teaching through interactions : Testing a developmental framework of teacher effectiveness in over 4, 000 classrooms", The Elementary School Journal, 113(4), pp.461~487 (2013)
  31. Hutchins, N. M., "Domain-specific modeling languages in computer-based learning environments : A systematic approach to support science learning through computational modeling", International Journal of Artificial Intelligence in Education, 30(4), pp.537~580 (2020)
  32. "K–12 Computer Science Framework" (2016)[URL]
  33. Ke, L., "Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches", Journal of Research in Science Teaching, 58(3), pp.335~365 (2021)
  34. Kelly, G., "Teaching scientific inquiry: Recommendations for research and implementation", pp.99~117 (2008), Sense Publishers
  35. King, K. P., "Comparing science efficacy beliefs of elementary education majors in integrated and non-integrated teacher education coursework", Journal of Science Teacher Education, 12(2), pp.143~153 (2001)
  36. Koirala, H. P., "Preparing middle level preservice teachers to integrate mathematics and science: Problems and possibilities", School Science and Mathematics, 103(3), pp.145~154 (2003)
  37. Lave, J., "Situated learning: Legitimate peripheral participation" (1991), Cambridge university press
  38. Lazenby, K., "Mapping undergraduate chemistry students' epistemic ideas about models and modeling", Journal of Research in Science Teaching, 57(5), pp.794~824 (2020)
  39. Lederman, N. G., "Students' and teachers' conceptions of the nature of science: A review of the research", Journal of Research in Science Teaching, 29(4), pp.331~359 (1992)
  40. Lederman, N., "The nature of science in science education", pp.331~350 (1998), Springer
  41. Librea-Carden, M. R., "‘Science is accessible for everyone’: Preservice special education teachers’ nature of science perceptions and instructional practices", International Journal of Science Education, 43(6), pp.949~968 (2021)
  42. Lilly, S., "Supporting elementary students to develop mathematical models within design-based integrated science and mathematics projects", The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, 2, pp.847~848 (2020), International Society of the Learning Sciences
  43. Lilly, S., "Elementary teachers’ verbal support of engineering integration in an interdisciplinary project", Proceedings of the American Society for Engineering Education (2021)
  44. Lilly, S., "Supporting upper elementary students’ engineering practices in an integrated science and engineering unit", Paper presented at 2020 ASEE Virtual Annual Conference Content Access (2020)
  45. Lin, F., "Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection", International Journal of Science Education, 40(6), pp.668~687 (2018)
  46. Marks, R., "Pedagogical content knowledge : From a mathematical case to a modified conception", Journal of Teacher Education, 41(3), pp.3~11 (1990)
  47. McNeill, K. L., "Scientific explanations : Characterizing and evaluating the effects of teachers' instructional practices on student learning", Journal of Research in Science Teaching, 45(1), pp.53~78 (2008)
  48. Menon, D., "Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge", Journal of Science Teacher Education, 27(6), pp.649~673 (2016)
  49. Miller, E., "Addressing the epistemic elephant in the room : Epistemic agency and the next generation science standards", Journal of Research in Science Teaching, 55(7), pp.1053~1075 (2018)
  50. Morgan, P. L., "Science achievement gaps begin very early, persist, and are largely explained by modifiable factors", Educational Researcher, 45(1), pp.18~35 (2016)
  51. Moore, T. J., "A framework for quality K-12 engineering education : Research and development", Journal of Pre-College Engineering Education Research, 4(1), pp.2~ (2014)
  52. Muijs, D., "Teachers' beliefs and behaviors : What really matters", The Journal of Classroom Interaction, 37(2), pp.3~15 (2002)
  53. National Council of Teachers of Mathematics, "Principles to actions: Ensuring mathematical success for all" (2014), National Council of Teachers of Mathematics (NCTM)
  54. National Research Council, "A framework for K-12 science education: Practices, crosscutting concepts, and core ideas" (2012), The National Academies Press
  55. Pantoya, M. L., "Developing an Engineering Identity in Early Childhood", American Journal of Engineering Education, 6(2), pp.61~68 (2015)
  56. Roehrig, G. H., "Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration", School Science and Mathematics, 112(1), pp.31~44 (2012)
  57. John Ruppert, "Disentangling the Role of Domain-Specific Knowledge in Student Modeling", Research in Science Education, 49(3), pp.921~948 (2019), Springer Science and Business Media LLC[DOI]
  58. Rosemary S. Russ, "Characterizing teacher attention to student thinking: A role for epistemological messages", Journal of Research in Science Teaching, 55(1), pp.94~120 (2018), Wiley[DOI]
  59. Sandoval, W. A., "Explanation-driven inquiry : Integrating conceptual and epistemic scaffolds for scientific inquiry", Science Education, 88(3), pp.345~372 (2004)
  60. Schoenfeld, A. H., "Video analyses for research and professional development : The teaching for robust understanding(TRU)framework", ZDM, 50(3), pp.491~506 (2018)
  61. Schön, J., "Petrophysik: Physikalische eigenschaften von gesteinen und mineralen", pp.405~ (1983), Akademie-Verlag
  62. Shulman, L. S., "Those who understand : Knowledge growth in teaching", Educational Researcher, 15(2), pp.4~14 (1986)
  63. Sierpinska, A., "International handbook of mathematics education", pp.827~876 (1996), Springer
  64. The interdisciplinary curriculum: A literary review and a manual for administrators and teachers, "Smith, J.", ~ (2000)
  65. Stein, M. K., "Orchestrating productive mathematical discussions : Five practices for helping teachers move beyond show and tell", Mathematical thinking and learning, 10(4), pp.313~340 (2008)
  66. Stohlmann, M., "Considerations for teaching integrated STEM education", Journal of Pre-College Engineering Education Research, 2(1), pp.4~ (2012)
  67. David Stroupe, "Introduction to special issue: Epistemic tools in science education", Science Education, 103(4), pp.948~951 (2019), Wiley[DOI]
  68. Tan, E., "Engineering for sustainable communities : Epistemic tools in support of equitable and consequential middle school engineering", Science Education, 103(4), pp.1011~1046 (2019)
  69. Taylor, J. C., "The Wiley handbook of diversity in special education", pp.231~252 (2017), John Wiley & Sons
  70. Therrien, W. J., "Science instruction for students with learning disabilities : A meta-analysis", Learning Disabilities Research & Practice, 26(4), pp.188~203 (2011)
  71. Tytler, R., "Rethinking disciplinary links in interdisciplinary STEM learning: A temporal model", Research in Science Education, pp.1~9 (2019)
  72. Wendell, K. B., "Design practices of preservice elementary teachers in an integrated engineering and literature experience", Journal of Pre-College Engineering Education Research, 4(2), pp.4~ (2014)
  73. Windschitl, M., "Proposing a core set of instructional practices and tools for teachers of science", Science Education, 96(5), pp.878~903 (2012)
  74. Yadav, A., "Emerging research, practice, and policy on computational thinking", pp.205~220 (2017), Springer

관련 논문AI추천

Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the ClassroomAnne Estapa, Kristina M. Tank, Michael DuPont한국수학교육학회 · Mathematics Education Research and Practice2021 · 제24권 제3호Elementary Teachers' Understanding and Use of Scientific Models from a Resource Perspective: Analyzing the Overlapping Structure of ERM and PRT김한솔, 양일호, 이연희뇌·AI기반교육연구소 · Brain, Digital, & Learning2025 · 제15권 제2호Preservice Elementary Teachers’ Images of Scientific Inquiry Regarding Practices of Next Generation Science Standards전경문, Biggers, Mandy S.교과교육연구소 · 교과교육학연구2017 · 제21권 제4호Integrative STEM (Science, Technology, Engineering, and Mathematics) Education: Contemporary Trends and Issues권혁수, 박경숙, 이효녕, Mark Sanders사범대학부속중등교육연구소 · 중등교육연구2011 · 제59권 제3호A qualitative analysis of authentic science teaching practices of three elementary teachers임미연교과교육연구소 · 교과교육학연구2013 · 제17권 제1호A theoretical model for the utilization of intellectual resources between science and mathematics: An empirical study서경운, 최경미, 황지현, Brian Hand한국수학교육학회 · 수학교육2020 · 제59권 제4호

이 간행물의 다른 논문 (5건)

Understanding, Current Status, and Future Directions for Epistemic Practices in STEM+CS EducationChoi Kyong Mi, Hand Brianpp. 131-136A Meta-Analytic Review of the Effectiveness of the Science Writing Heuristic Approach on Academic Achievement in TurkeyYejun Bae, Ercin Sahinpp. 175-199Utilizing Teacher Noticing within a Representation of an Elementary Engineering Lesson to Support Responsive Teaching in the ClassroomMichael DuPont, Kristina M. Tank, Anne Estapapp. 201-228Two Beginning Teachers' Epistemic Discursive Moves and Goals in Small Groups in Mathematics InstructionByungeun Pakpp. 229-254Problem Posing in the Instruction of Proof: Bridging Everyday Lesson and Proof김한길pp. 255-278
원문 보기