Activities with tadpoles, rockets, and many more: How do teachers reflect on integrating STEM into their Classroom?

Abstract

This paper discusses the outcomes of science, technology, engineering, and mathematics (STEM) teacher professional development sessions with elementary school teachers in the Midwestern region of the United States. Using the Activity System Model, the present study also looked at the four contradictions included in the system. The findings showed no contradictions regarding teachers’ participation in professional development sessions. The reflective processes observed during a teacher professional development workshop demonstrated that teachers collaborated in solving problems and learning different activities. The study findings also revealed that elementary school teachers felt confident about integrating STEM into their curriculum.