Author ORCID Identifier
https://orcid.org/0000-0002-0205-7698
Abstract
This study aimed to develop a K-12 classroom observation protocol to assess K-12 teachers’ implementation of science, technology, engineering, and mathematics (STEM) integration. The intended purpose of the observation protocol is for researchers to examine how K-12 teachers implement the STEM integrated curriculum. Based on research on STEM integration, the protocol covers eight categories: Define, Learn, Plan, Try, Test, Decide, Improve, and Instructional Strategies. The protocol was reviewed by a panel of integrated STEM education experts, engineering design experts, and educational assessment experts (n = 15) and revised accordingly. To test the reliability of using the protocol, two raters applied the protocol to videos of 12 lower-level elementary teachers located at seven schools who implemented an integrated STEM curriculum over a total of 196 class periods. The inter-rater reliability Gwet AC1 coefficient was 0.73. The inter-rater reliability of each category’s coding was also calculated and reported. We discuss the implications and limitations of the protocol.
Recommended Citation
Zhou, S.,
Merzdorf, H. E.,
Douglas, K. A.,
&
Moore, T. J.
(2023).
Development and Validation of an Integrated STEM Teacher Classroom Observation Protocol.
Journal of Pre-College Engineering Education Research (J-PEER), 13(1), Article 2.
https://doi.org/10.7771/2157-9288.1357
