Rural Teachers' Cultural and Epistemic Shifts in STEM Teaching and Learning

Authors

Colby Tofel-Grehl, Utah State UniversityFollow
Kristin A. Searle, Utah State UniversityFollow
Andrea Hawkman, Utah State UniversityFollow
Beth L. MacDonald, Utah State University
Mario I. Suárez, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Journal of Curriculum and Instruction

Volume

11

Issue

2

Publisher

World Council for Curriculum and Instruction

Publication Date

11-9-2021

First Page

45

Last Page

66

Abstract

This article focuses on the ways in which integrated curriculum can improve STEM teaching and learning within rural spaces. Using a design-based research approach, this study focuses on rural teachers' experiences of professional learning and development training as they learn to engage computing and maker technologies in their elementary classrooms as tools for teaching students about difficult histories of immigration, migration, and forced relocation across the United States.

Recommended Citation

Tofel-Grehl, C., Searle, K., Hawkman, A.M., MacDonald,B., &Suárez, M.I. (2021). Rural teachers’ cultural and epistemic shifts in STEM teaching and learning. Theory and Practice in Rural Education, 11(1), 45-66. https://doi.org/10.3776/tpre.2021.v11n2p45-66