Expanding Uses of the STEM Observation Protocol (STEM-OP): Secondary Science Teachers’ Reflections on Integrated STEM Practice

There are few guidelines related to how to implement integrated STEM education in the K-12 science classroom. It is important that teachers have opportunities to reflect on integrated STEM instruction when implemented so that they may further develop their practice. This research aimed to understand how the STEM Observation Protocol (STEM-OP) may be used as a way for teachers to reflect on their integrated STEM practice. This exploratory case study was designed to better understand secondary science teachers’ reflections on the STEM-OP by addressing the following research questions: 1) What are secondary science teachers’ reflections on integrated STEM practices as measured by the STEM-OP? and 2) In what ways do secondary science teachers envision using the STEM-OP as a tool in their practice? A thematic analysis of four teacher participants’ interview responses revealed three main themes related to how they used the protocol to reflect their integrated STEM teaching: already doing, not yet including intentionally, and facing barriers. Participants noted the benefits of the STEM-OP as a whole, as they considered how they might use it in their practice and with others. Our results shed light on how to support teachers using the protocol as a tool for formative evaluation, improvement, and planning. When considering professional learning opportunities for pre-service and in-service science teachers, it is important to first assess what teachers are already doing, what they want to be doing, and what they believe is superfluous. This may help support teachers in their integrated STEM efforts.