Background
Teachers’ beliefs play an important role in how teachers think about how students learn, and how content should be organized and taught. Integrated STEM is pushing the boundaries of some of the traditional assumptions in education—disciplined-based courses, courses taught independently by teachers, standards and content-driven, and no collaborative planning time for teachers. Six teachers, located in two high schools, participated in a year-long program to develop interdisciplinary collaboration to implement integrated STEM learning in their courses. A qualitative instrumental case study of the two teams of teachers was conducted to gain insights and understandings of the teachers’ beliefs and instructional practices of STEM integration through interdisciplinary approaches in a complex system (i.e., hydroponics).

Results
Themes regarding features, beliefs and practices, and challenges emerged from cross-case analysis of the teachers’ stories, which resulted in two interdisciplinary collaboration models, multi-classroom and extracurricular activity, from each of the teams at each of the two high schools. Multi-classroom and extracurricular activity models had some resemblances, but also had differences. Both cases had the same goals to use real-world problems to help students see STEM connections, learn STEM knowledge and skills, and apply STEM knowledge and skills to solve real-world problems.

Conclusions
Based on teachers’ beliefs and their interdisciplinary STEM collaboration practices, three components were identified. Team size, teaching goal, and collaboration structure highly affect a successful interdisciplinary STEM collaboration model in high school settings. The study also contributes to expend the concept of a continuum of STEM approaches to curriculum integration, disciplinary, multidisciplinary, interdisciplinary, and transdisciplinary (Vasquez, Sneider, & Comer, STEM lesson essentials: Integrating science, technology, engineering, and mathematics, 2013), and provides frameworks for structuring a successful interdisciplinary collaboration model in high school settings.



中文翻译：

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使用复杂的设计系统，根据高中教师的STEM整合信念和实践定义跨学科合作

背景知识
教师的信念在教师如何思考学生的学习方式以及内容的组织和教学方式中起着重要的作用。集成式STEM正在突破某些传统教育假设的界限，即基于学科的课程，由教师独立教授的课程，由标准和内容驱动的课程，并且没有针对教师的协作计划时间。位于两所高中的六名教师参加了为期一年的计划，以发展跨学科合作，以在其课程中实施集成的STEM学习。通过对两个教师团队的定性工具案例研究，通过复杂系统中的跨学科方法（即水培法）获得对教师信念和STEM集成教学实践的见识和理解。

结果
通过对教师故事的跨案例分析，出现了有关特征，信念，做法和挑战的主题，这导致了两所高中每个团队的两个跨学科协作模型，即多教室和课外活动。多教室和课外活动模型有一些相似之处，但也有差异。两种情况都有相同的目标，即使用实际问题来帮助学生了解STEM的联系，学习STEM知识和技能，并运用STEM知识和技能来解决实际问题。

结论
根据教师的信念及其跨学科的STEM合作实践，确定了三个组成部分。团队规模，教学目标和协作结构在高中环境中会影响成功的跨学科STEM协作模型。该研究还有助于扩展STEM方法的连续性概念，以实现课程集成，学科，多学科，跨学科和跨学科（Vasquez，Sneider和Comer的STEM课程要点：科学，技术，工程和数学的集成，2013年） ，并提供了在高中环境下构建成功的跨学科协作模型的框架。