TVET CONFERENCE 2015 Best Practices Through STEM Innovations: Family and Consumer Studies Educators Channeling the Way to STEM Integration Presenters Hope Mayne hmayne@utech.edu.jm Jill Becker jbecker@utech.edu.jm Gelefer Bartley gbartley@utech.edu.jm Icilda Ffrench iffrench@utech.edu.jm University of Technology, Jamaica 4/9/2015

INTRODUCTION “There will be a decrease in the number of math and science teachers in the next decade when compared to the number of students pursuing STEM-related careers in the future. The solutions offered to this challenge is to build a new scientific workforce equipped with a skill set of new technology and interdisciplinary thinking.” (Toulmin & Groome, 2007) University of Technology, Jamaica 4/9/2015

Primary-Secondary level Resource and Technology Design Process-5E INTRODUCTION The National Standards Curriculum-Jamaica Primary-Secondary level Resource and Technology Design Process-5E Inquiry Model University of Technology, Jamaica 4/9/2015

PROBLEM STATEMENT The Family and Consumer Studies(FCS) curriculum provides a rich framework for STEM integration. It is centered on the engagement of project base activities which is central to STEM integration. Little is known however on: how to integrate STEM in the discipline and a conceptual framework for STEM integration in Family and Consumer Studies. University of Technology, Jamaica 4/9/2015

RESEARCH QUESTIONS How can the FCS best practices in STEM integration inform a conceptual framework for STEM integration? What impact does STEM integration have on the home economics curriculum at the post secondary level? What best practices in STEM integration are used by Family and Consumer Studies Educators? University of Technology, Jamaica 4/9/2015

METHODOLOGY Small scale exploratory study Data Collection: analysis/review of curriculum documents, interviews, focus group sessions Qualitative content Analysis , thematic analysis Participants: 4 Family &Consumer Studies Educators University of Technology, Jamaica 4/9/2015

LITERATURE REVIEW STEM, INTERDISCIPLINARY APPROACH “STEM integration [into the curriculum] is an interdisciplinary teaching approach, which removes the barriers between the four disciplines” (Wang et al., 2011, p. 2). Huntley (1999) states, an interdisciplinary approach to teaching implies that “the teacher makes connections between the disciplines through an “explicit assimilation of concepts from more than one discipline.”(Huntley, 1999, p. 58). University of Technology, Jamaica 4/9/2015

Literature Review Wang, Moore, Roehrig, and Park (2011) STEM integration can be achieved through the addition of a design activity as the culminating activity to a unit where the students apply the STEM knowledge to complete the project. University of Technology, Jamaica 4/9/2015

LITERATURE REVIEW Dugger (2010), argued that there are several ways to integrate STEM in the curriculum. (pp. 4–5) Teach each of the four stem disciplines individually Teach each of the four STEM disciplines with more emphasis going to one or two of the four To integrate one of the STEM disciplines into the other three example, engineering content can be integrated into science, technology, and mathematics courses A more comprehensive way is to infuse all four disciplines into each other and teach them as an integrated subject matter. University of Technology, Jamaica 4/9/2015

LITERTURE REVIEW Project Base Learning “the goal of project-based learning “is to engage students in real world projects through which they learn math and science formulas and laws upon which our world is now increasingly built” (p. viii) (Havice 2009, Scheurich and Huggins (2009), and Laboy-Rush (2011) Savery (2006) notes that “project-based learning is similar to problem-based learning in that the learning activities are organized around achieving a shared goal ([such as the] project)” (p. 16). University of Technology, Jamaica 4/9/2015

LITERATURE REVIEW “the primary difference between PBL and inquiry-based learning. Inquiry-based approach -the[instructor] is both a facilitator of learning and a provider of information. In a PBL approach the … [instructor] supports the process and expects learners to make their thinking clear, but the [instructor] does not provide information related to the problem—that is the responsibility of the learners” (Savery 2006, p. 16). University of Technology, Jamaica 4/9/2015

DEFINING FAMILY & CONSUMER STUDIES Family and Consumer Studies: Focuses on empowering families to empower themselves through the use of a problem- base methodology. It is interdisciplinary drawing on science, technology, mathematics, business, social studies, agriculture economics, management visual arts and engineering, to solve problems within the family. University of Technology, Jamaica 4/9/2015

FAMILY & CONSUMER STUDIES Clothing & Textiles Chemistry Mathematics Technology Food & Nutrition Chemistry Mathematics Technology Problem Based Family Resource Management Technology Mathematics Chemistry University of Technology, Jamaica 4/9/2015

CONCEPTUAL FRAMEWORK- STEM INTEGRATION Rojewski (2002) proposed a four step process establish the professional purpose of the program outline the philosophical tenets of the field and how they relate to practice (c) understand the future directions of the field. University of Technology, Jamaica 4/9/2015

STEM FRAMEWORK FCS University of Technology, Jamaica 4/9/2015

STEM BEST PRACTICES (FCS) Tools of the trade From Trashy to Classy Creating meals & value added products Simulated Restaurant Cultural Extravaganza University of Technology, Jamaica 4/9/2015

FINDINGS STEM integration is implicit throughout the FCS curriculum, through teaching and project base activities. FCS project assignments embodies the project base approach but needs to be written to show STEM integration FCS projects connects to real world situations and are applicable to developing the skills students need to foster social change. University of Technology, Jamaica 4/9/2015

DISCUSSION & CONCLUSION Problem based learning/Project base are key drivers to STEM integration in Family and Consumer Studies. STEM integration must be informed by purpose of program, philosophy and future trends. Conscious effort is to be made to integrate STEM in FCS curriculum. Best practices of STEM integration in Family and Consumer Studies must be shared across schools. University of Technology, Jamaica 4/9/2015

REFERENCES Clark, A. C., & Ernst, J. V. (2008) STEM-based computational modeling for technology education. The Journal of Technology Studies, 34(1), 20–27. Dugger, W. E. (2010, December). Evolution of STEM in the United States. Paper presented at the 6th Biennial International Conference on Technology Education Research, Surfers Paradise, Queensland, Australia. Retrieved from http://www.iteea.org/Resources/PressRoom/AustraliaPaper.pdf Rojewski, J. W. (2002) Preparing the workforce of tomorrow: A conceptual framework for career and technical education. Journal of Vocational Education Research, 27(1), 7–35. Wang, H.-H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM Integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education, 1:2, 1–13 doi:10.5703/1288284314636 Asunda, (2014) A conceptual framework for STEM integration into curriculum through CTE. Journal of teacher Education 49, (1), 3-15 University of Technology, Jamaica 4/9/2015