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Abstract
This study was conducted to gain understanding of middle school science teachers implementation of integrated STEM curricula in the form of project-based learning (PBL). Middle school science teachers perspectives on the benefits of and challenges to implementation were an outcome of particular interest. Further, this study examined influences on the teachers PCK associated with implementation of PBL lessons. Finally, this study investigated an administrators perspectives on implementing integrated STEM curricula and the related obstacles to that implementation. This study employed qualitative research methodology, specifically a multiple case study. The participants were three sixth grade earth science teachers in a public middle school which was moving toward teaching science as integrated STEM. Data were collected from various sources including semi-structured interviews, observations, teachers instructional materials, field notes, and student work samples. Thematic analysis was used for data analysis in this study. Data analysis was conducted including open coding and constant comparative analysis with qualitative data analysis computer software, NVivo 12. The results showed that the participating science teachers perceived student learning of real-world applications, developing higher-order thinking abilities and teamwork skills, motivation to learn as primary benefits of the PBL lessons. However, they identified a number of challenges including difficulties assessing student achievement, connecting new learning to students prior learning in the elementary school, limited resources particularly inadequate space, and students passive learning approach. The participating teachers perceived that their students did acquire understanding of engineering design processes while building products for their projects. The participating teachers knowledge of instructional strategies for teaching PBL influenced other components of PCK particularly knowledge of orientations to teaching science and knowledge of assessment of student learning. The administrator perceived that STEM is a useful approach for students to develop problem-solving abilities, teamwork skills, and to gain learning experiences with STEM fields. This study is significant in that it provides a means to better understand in-service science teachers perspectives on integrated STEM education within an actual implementation. Additional empirical studies focusing on teachers ongoing difficulties in implementing integrated STEM lessons and the development of teachers PCK were suggested.