Secondary Teachers’ Experiences in International Professional Development for Convergence Research in STEM and Tradition

A transdisciplinary professional development (PD) model, Convergence Research in STEM and Tradition (CReST), demonstrates significant potential for enhancing secondary teachers' instructional practices by integrating cultural heritage artifacts—such as Renaissance frescoes—as boundary objects. This approach fosters cross-disciplinary connections between chemistry, engineering, world history, and technology. Findings from an exploratory case study involving four secondary teachers reveal that CReST facilitated shifts toward problem-centered, artifact-anchored pedagogy, with teachers reporting the adoption of real-world conservation practices in their instructional planning. The study highlights the importance of sustained collaboration and shared tools for extending learning beyond immersive experiences. This work offers a promising framework for designing culturally grounded STEM education that bridges traditional subjects and real-world applications.

White, R. S., Gutierrez, K. S., & Ferri, J. K. (2026). Secondary Teachers’ Experiences in International Professional Development for Convergence Research in STEM and Tradition. Education Sciences, 16(5), 712. https://doi.org/10.3390/educsci16050712