Transdisciplinary Approach in Middle School: A Case Study of Co-teaching Practices in STEAM Teams

Yufei Wu, Jiaming Cheng, Tiffany A. Koszalka
2979 1039

Abstract


A call for educational reform motivated this school system to devise an enhanced version of STEM in their middle school. This case provides rich descriptions of how eighth grade middle school teachers, from multiple disciplines, enacted a STEAM team model that integrated Language Arts into STEM. These STEAM team teachers were systematically studied during field observations of 100+ class sessions using what they referred to as transdisciplinary co-teaching, flexible scheduling, and multiple types of physical spaces to further engage students. Different dimensions of co-teaching were observed. The most frequently observed was reconstructed, followed by predisciplinary, correlated, and shared. Types of instruction other than reconstructed, did not fit the school’s proposed definitions of transdisciplinary co-teaching. Thoughts are shared on lessons learned.


Keywords


STEM, STEAM, Transdisciplinary, Co-teaching, Science Education

Full Text:

PDF

References


Wu, Y., Cheng, J., & Koszalka, T. A. (2021). Transdisciplinary approach in middle school: A case study of co-teaching practices in STEAM teams. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(1), 138-162. https://doi.org/10.46328/ijemst.1017




DOI: https://doi.org/10.46328/ijemst.1017

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 International Journal of Education in Mathematics, Science and Technology

Web of Science (ESCI) Index                        

                                    

  

International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

ISSN: 2147-611X (Online)