Abstract
This study explores the commitment of a school faculty to use the pedagogical practices needed to employ a project-based unit of Science, Technology, Religion, Engineering, Arts, and Mathematics (STREAM). The unit of study concentrated on environmental sustainability of butterflies through project-based learning (PBL). Teacher interviews were analyzed to reveal the similarities and differences, strengths and weaknesses in the teachers’ reactions to implementing a cross-curricula content unit designed for a pre-kindergarten (PK) to eighth grade school. Analysis of teacher data and classroom artifacts provided evidence of: content mastery at the student levels; implementation of scaffolding for developmental levels; and the need for flexibility in scheduling. As a result of the study, the school leadership gained new perspectives regarding how the faculty understood and implemented STREAM programming. This study contributed to the knowledge base by informing teachers and educational leaders about the level of effectiveness STREAM can have within an K-8 school.
DOI
10.15365/joce.2602082023
First Page
144
Last Page
159
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Averill, C. L., & Herrelko, J. M. (2023). STREAMing with Butterflies: A Whole School STREAM Project. Journal of Catholic Education. https://doi.org/10.15365/joce.2602082023
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Catholic Studies Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Environmental Sciences Commons, Other Education Commons, Religious Education Commons, Science and Mathematics Education Commons, Secondary Education Commons
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