Making the case to improve teachers’ STEM-integrated content knowledge: an analysis of teachers’ adaptive expertise and impacts on student classroom experiences

Responding to the need for interdisciplinary, real-world STEM-integrated learning, we examine the relationship between teachers’ adaptive expertise in bioinformatics (a STEM field that integrates biology, data literacy, and computational approaches) and students’ classroom experiences. We draw on data from an earlier study, in which we conducted a summer professional development workshop and subsequent school-year implementation of a bioinformatics curriculum with five biology teachers. This stu