Author ORCID Identifier
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.
Merzdorf, H. E.,
Douglas, K. A.,
Moore, T. J.
Development and Validation of an Integrated STEM Teacher Classroom Observation Protocol.
Journal of Pre-College Engineering Education Research (J-PEER), 13(1), Article 2.