September 2011 • Volume 43 • Number 1 • Pages 32-40
Impressions of a Middle Grades STEM Integration Program
Educators Share Lessons Learned from the Implementation of a Middle Grades STEM Curriculum Model.
*This We Believe Characteristics
- Meaningful Learning
- Challenging Curriculum
- Multiple Learning Approaches
*Denotes the corresponding characteristics from AMLE's position paper, This We Believe, for this article. |
Micah Stohlmann, Tamara J. Moore, J McClelland, & Gillian H. Roehrig
Article Description: This article describes the experiences of one Minnesota middle school that implemented a year-long integrated STEM program with the cooperation of graduate student fellows from a local university. The authors, two of whom were among the graduate students involved in the project, describe their impressions of the program, share some lessons they and their school-based partners learned along the way, and offer some implications and recommendations for other schools considering STEM programs
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Micah Stohlmann is a doctoral candidate in mathematics education with a minor in educational psychology at the University of Minnesota, Twin Cities. E-mail: stoh0021@umn.edu
Tamara J. Moore is an assistant professor of mathematics/engineering education and co-director of the STEM Education Center at the University of Minnesota, Twin Cities. E-mail: tamara@umn.edu
J McClelland is a doctoral student in science education at the University of Minnesota, Twin Cities. E-mail: mccl0265@umn.edu
Gillian H. Roehrig is an associate professor of science education and co-director of the STEM Education Center at the University of Minnesota, Twin Cities. E-mail: roehr013@umn.edu
Copyright © 2011 Association for Middle Level Education