The Statement of Problem will get the whole thing rolling!
Creswell,
Ch 2 focusses on the task of Writing a Statement of the Problem . This
week, I am breaking down the task by examining each of the steps in the
reading and making some preliminary notes on content for each section as well
as some of the resources I would like to consult to gather evidence for each of
these sections. I am hopeful this
systematic approach will create a clear focus of the general topic, specific
problem and justification for the importance of this work-for me and for my
reader. Time and effort spent on clarity at this point will set me up for
success by giving me a touch point I can continually return to.
TASK Identify
the research problem: STEM skills and content are in demand and Hawaii student assessments are changing to reflect an emphasis on STEm subject integration and the habits and processes of these disciplines rather than isolated computations and facts.
TASK Determine
that it can and should be researched: I have reviewed my topic and draft
research questions with my Advisor and with Joe Jr. who have encouraged me to
proceed.
TASK Choose
a research approach: Mostly qualitative because I am concerned with learning
about the views of gen-ed teachers regarding their teaching from a
student-directed, place-based perspective; because I am generating theories
based on participant perspectives- is STEM specialist/ gen-ed teacher
collaboration effective in changing teacher attitudes and beliefs about an
integrated STEAM learning environment?
TASK Write
about the “problem” in a statement that introduces the research study:
1.The topic-(encourage readers
to keep reading, generate interest in the study, provide an initial frame of reference
for understanding the entire research project. Broad is OK)
·
Narrative
hook: statistic showing the rise of formal STEM programs or PD for
elementary teachers in time since No Child Left Behind in 2002
(STEM education is a popular topic
these days, commanding an ever-greater share of our national dialogue about
education. In his 2011 State of the Union address, then President Barack Obama
called for training 100,000 new math and science teachers over the next 10
years. Furthermore, the STEM fields form the basis of much of the innovation
that the president touted as crucial for American economic growth.)
(The focus on STEM education began in 1958 with passage of
the National Defense Education Act, a response to the Soviet Union’s surprise
launch of its Sputnik spacecraft that focused on increasing knowledge in math, science,
and foreign languages.)
See Epstein/ Miller(p.6)... “STEM initiatives are now
abundant, and on the minds of academics and policymakers at all levels of the
system.” AND p.7 “Most existing STEM projects, however, are aimed at the secondary
or university level.”
“In recent years schools have devoted more time to math and
reading because these subjects are always included in the standardized tests
upon which state accountability systems are based. Science, in contrast, is
often overlooked and given far less attention in the elementary grades.” E/M,
p. 11
Why STEM teachers matter… “STEM teaching is more effective and student achievement increases
when teachers join forces to develop strong professional learning communities in their schools.”
Fulton/Britton
· Provocative statement or question: A
paraphrase of John Dewey demonstrating how education reform has come around
full circle from the 1930’s when Dewey called for integrating student
experiences for effective learning.
·
The
intent or purpose of this study…
STEM as
an educational focus to address the need for developing thinking and problem
solving skills outside of traditional earth/life/physical science content. The hope/idea/promise is that STEM is a
multi-dimensional integrated approach which more closely mirrors the types of thinking
process skills our society is increasingly calling for. Adding the A for arts
integration and ‘aina (or the S2 for
social science and sense of place) results in STEAM or STEMS2, representing a
comprehensive integration of all core disciplines under one theoretical
framework
The research problem- This is an educational issue. Narrow the topic to a specific
problem or issue. It could be framed as a deficiency in the existing
literature. State this clearly, the reader simply needs to know the issue or
concern that leads to a need for the study. Despite the emphasis on STEM
education, few elementary educators demonstrate a solid grasp of mathematical
modelling or the nature of scientific inquiry or training in rigorous, college
level science or mathematics.” This is not a recipe for ensuring that students have
successful early experiences with math and science, or for generating the
curiosity and confidence in these topics that students need to pursue careers
in STEM fields.”(Epstein and Miller, 2011)” It
is elementary school mathematics and science that lay the foundation for future
STEM learning, but it is elementary school teachers who are often unprepared to
set students on the path to higher-level success in STEM fields.”
1. Justification of the importance of the
problem as found in the past research and in practice- Over several
paragraphs in the introduction section, provide evidence to document the need
to study the problem. Provide several reasons that explain why this issue is
important. This could be…
· Personal experiences (personal experience
regarding the no or little impact on classroom science integration when a
scripted STEM curriculum is used that has no connection to Hawaii and is not
driven by student learning and living environment)
· Experiences in Work/school (school has
invested in STEAM PTT because they believe there is value [CITE: Pomaika’i documents]
in classroom programs and in NGSS alignment and implementation. Yet, what is
transportable to the gen ed classroom, what impact does the STEAM teacher have
on the science teaching efficacy of gen ed teacher?)
· Suggestions made by other researchers (suggestions
from other researchers that the problem needs to be studied- to find this look
in the conclusion/discussions section of other literature that aligns closely
to my research question)
(See Epstein, Miller: “We
cannot wait any longer to get serious about STEM policy. Strengthening our
elementary school teachers in math and science is the first critical step in
the right direction.”…. “improving the ability of our elementary school
teachers to teach the facts, concepts, and procedures critical to success in
STEM fields is required if our nation is to succeed in the globally competitive
arena of the 21st century.”) p. 3 for statistics on science and math student
achievement.
Epstein/Miller- “Perhaps more alarming is the fact that we
have poured a tremendous amount of resources into STEM initiatives over the
past couple of decades, yet our students’ performance in math and science is
still quite low.”…”
Poor
student achievement in science translates into dismally low adult scientific
understanding.”
Is there a role for STEAM specialist teahers in the
elementary learning environment?
According to Epstein/Miller (p.8) “The way we select and train our
elementary school teachers is completely incompatible with our stated goals
related to STEM careers, economic growth, and innovation. Not only are many
elementary school teachers ill-prepared to teach mathematics and science
effectively, but current policies favoring elementary grade teaching candidates
with little appetite for mathematics and science is tantamount to an anti-STEM
initiative.”
(The gateway role of early math and science success…“Very
few STEM initiatives focus explicitly on the need for better elementary level
teaching in math and science, yet it is these early grades that lay the
critical foundation for future student learning. Students’ interest in math and
science is often stimulated at a young age, and building solid skills early on
is essential for successfully progressing to higher-level subjects.”)
(See Science Instruction: An Endangered Species: In Light of America's Recent
Scientific Decline, Teaching Elementary Science Should be an Imperative)
for details of the importance of science instruction in elementary years.
The nature of science is not taught from a textbook,
worksheets or even a collection of random yet engaging hands-on activities.
Science is a habit of mind and, as such, minds need training in the process of
posing questions, thinking critically about problems and participating in the
non-linear work of making meaning through inquiry.
See: John Osborne, et. al for data to support the
position that the learning environment is an important factor in successfully
engaging students in science education- “Given the importance of the latter we argue that there is
a greater need for research to identify those aspects of science teaching that
make school science engaging for pupils. In particular, a growing body of
research on motivation offers important pointers to the kind of classroom
environment and activities that might raise pupils' interest in studying school
science and a focus for future research.”
2.
Deficiencies
in our existing knowledge about the problem- 2 or 3
reasons why existing research and practice are deficient in addressing the
research problem. State these reasons toward the END of the introduction
section. How does the research as well as the current state of teaching practice
show a deficiency in what we know about teacher efficacy and movement toward
learner-driven environments as a result of working with a STEAM specialist? A
deficiency may be a need to replicate, extend the research beyond the original scope,
add to practice. In my study, the deficiency may be that elementary settings
are under explored OR that a workable solution to integrating science
specialist with gen ed has been found. See Osborne et. al. for literature
concerning collaboration of gen ed and science specialist teachers/ STEM
See study that looked at PLTW STEM
teacher working with middle school, what were findings?
“The past research does not address…does
not adequately consider….”
“ A further need to …. exists”
3.
The audiences that will benefit from the study of the problem- These are individuals and groups who will read and potentially
benefit from the information provided in the study. These might include
educational researchers, practitioners, teacher training programs,
administrators, general education elementary teachers. “School administrators
can consider how to allocated discretionary staff funds and curriculum coordinators
can work with gen ed classroom teachers to utilize the allocated STEAM
specialist to the greatest benefit”.
Some
Problems or Concerns I am Thinking About:
What is the status of the 4-5 Inter Library Loan requests for papers? How do I get updates on status?
What is the status of the 4-5 Inter Library Loan requests for papers? How do I get updates on status?
Add to References;
Klein, Alison. No Child Left Behind: An Overview. Education Week
April 15, 2015 Retreived from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html
Add to Lit Review:
In Light of America's Recent Scientific Decline, Teaching Elementary
Science Should be an Imperative Kappa Delti Pi Record Vol 44,
2008 Issue 2
Jonathan Osborne, Shirley Simon &Sue Collins. Attitudes towards science: A
review of the literature and its implications Pages 1049-1079 | Published online: 26 Nov 2010
Epstein, Diana; Miller, Raegen T. Slow
off the Mark: Elementary School Teachers and the Crisis in Science, Technology,
Engineering, and Math Education May 2011
Center for American Progress
Fulton, Kathleen; Britton, Ted. STEM
Teachers in Professional Learning Communities: From Good Teachers to Great
Teaching. National Commission on Teaching and America's Future June 2011
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