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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

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

16. 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

17. 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

18. 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

19. 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
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: /
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