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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Quarterly
Editor-in-Chief:
Prof. Xabier Basogain
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
E-mail questions
or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Xabier Basogain
University of the Basque Country, Vitoria-Gasteiz, Spain
I am very excited to serve as the first Editor-in-Chief of the International Journal of Learning and Teaching...[
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What's New
2020-04-28
[Call for Paper] Special Issue "Significance of STEM Education in Teaching and Learning for the Changing World with COVID19"
2022-05-16
Vol. 8, No. 2, June 2022 issue has been published online!
2022-02-14
Vol. 8, No. 1, March 2022 issue has been published online!
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2021
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Volume 7, No. 2, June 2021
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Adapting to Uncertain Times: Implementing Integrated STEM Curriculum during the COVID19 Pandemic and the Impact on Student Attitudes
Deborah Tully and Judy Anderson
The University of Sydney, Australia
Abstract
—The global pandemic in 2020 thwarted teachers’ plans to continue their integrated STEM curriculum implementation as school closures created the urgent need to use distance learning modes to support students. This study highlights the journey of one school that continued to offer STEM project-based curriculum during Covid19 using online learning platforms during one term, for half their cohort of students. The other half of students undertook their STEM project-based curriculum with face-to-face learning once students returned to school after restrictions were lifted. Following an explanatory sequential mixed-methods design (Creswell, 2013), this study explored the impact of blended learning, undertaken during Covid-19 restrictions, on student attitudes in STEM subjects. For students that completed two projects with face-to-face learning, there were no statistically significant differences in STEM attitudes. However, students that undertook STEM with blended learning during Covid19 restrictions indicated a significant increase in their attitude in mathematics. Interviews with three STEM teachers illuminate these findings.
Index Terms
—integrated curriculum, STEM education, teacher professional learning, student attitudes and aspirations
Cite: Deborah Tully and Judy Anderson, "Adapting to Uncertain Times: Implementing Integrated STEM Curriculum during the COVID19 Pandemic and the Impact on Student Attitudes," International Journal of Learning and Teaching, Vol. 7, No. 2, pp. 134-141, June 2021. doi: 10.18178/ijlt.7.2.134-141
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License (
CC BY-NC-ND 4.0
), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.
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