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THE TEACHERS’ VOICE: FORMING A THEORETICAL FRAMEWORK COMBINING A PREKINDERGARTEN STEM CURRICULUM AND A LEARNING CURRICULUM

Wehry, Stephanie and Carlson, Deborah L. and McLemore, Bronwyn (2016) THE TEACHERS’ VOICE: FORMING A THEORETICAL FRAMEWORK COMBINING A PREKINDERGARTEN STEM CURRICULUM AND A LEARNING CURRICULUM. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Third Int. Conference on Concept Mapping. Tallinn University, Tallinn, Estonia.

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Abstract

The purpose of this paper is to describe the use of the results of the photovoice evaluation of a robotics, programming, and problem solving curriculum to form a theoretical framework for the curriculum designed for 4- to 5-year-old children. Concept maps of the photovoice evaluation indicated that the teachers thought the most important themes of the 3-month project were when children were engaged, worked independently of the teachers and cooperatively with classmates, were persistent, learned academic knowledge and skills, and developed problem solving skills when using KIBO. A comparison of the project evaluation plan and the teachers’ academics theme found that the evaluation plan predominantly assessed the teachers’ statements about academics. Researchers reviewed the research bases of the remaining themes and used concept mapping to combine the new research bases with the academic knowledge and skills theme to form a theoretical framework for the project. The framework combined the robotics, programming, and problem solving curriculum and a learning curriculum emphasizing the development of children’s productive dispositions towards learning. The addition of the learning curriculum reinforces that the key to successful implementation of this STEM initiative was the classroom teachers’ integration of the RAPP lessons into the established prekindergarten curriculum within the morning center rotations. With the addition of the teachers’ voice we can add a vibrant description of the learning curriculum rather than the short statement, a positive, authentic classroom environment that we now use. The discussion presents possible next steps and uses of the new theoretical framework for the robotics, programming, and problem solving curriculum.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2016
Subjects: L Education > L Education (General)
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 23 Nov 2018 13:25
Last Modified: 23 Nov 2018 13:25
URI: http://eprint.ihmc.us/id/eprint/574

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