Interpretation
All three teachers believed that science, mathematics,
and engineering are related in a very natural way, either by
content or problem solving processes. They all believe that
problem solving plays an important role in integrating
engineering into science and mathematics. However, they
also think prior knowledge, such as science and mathematics content knowledge, is important for students to
understand in order to be successful in STEM integration.
Especially in mathematics, Nate suggests that problem
solving does not help him to address the mathematics
standards for which he is responsible. He needs more than
just problem solving in STEM integration. Although the
three teachers are able to see the connections among
science, mathematics, and engineering, they all had a hard
time talking about technology and how to integrate
technology in their classroom practices. In both Amy and
Kathy’s classes, they connect technology in their STEM
unit by using computers to do on-line background research.
Both Amy and Kathy believed that their students need
more opportunities to engage with technology. However,
they both felt that their school is lacking technology
resources. To Amy, ‘‘more opportunities to engage students
with technology’’ means bringing in technology other than
computers to teach her students. However, Kathy will be
satisfied if her students can have more access to computers.
These findings indicate that all three teachers came out of
the STEM integration teacher training with limited views
on the nature of technology.