Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment

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Author(s): Shannon O. Driskell (University of Dayton, USA), Margaret F. Pinnell (University of Dayton, USA)and Mary-Kate Sableski (University of Dayton, USA)
Copyright: 2021
Pages: 21
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch024

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

Literacy is critical for success in other areas, including science and engineering. As teachers responded to the demands of remote learning because of the COVID-19 pandemic, they developed innovative methods to teach both reading and STEM (Science, Technology, Engineering, Mathematics) subjects in virtual environments. This chapter describes how one team of teachers adapted face-to-face STEM and literacy modules for a virtual environment. The authors describe the face-to-face modules and the process the teachers followed to transition them to a virtual environment. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) framework—an approach to designing online learning—was used as a lens to analyze the process and the product of the virtual modules. Implications and recommendations for teachers seeking to adapt face-to-face lessons to a virtual environment are presented.

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Virtual STEM Stories: Blending STEM and Literacy in a Virtual Environment

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