Pre-service Teachers' Perceptions of STEM Before and After an Integrated Science Course
Disciplines
Curriculum and Instruction | Education | Teacher Education and Professional Development
Abstract (300 words maximum)
Science, technology, engineering, and math or STEM subjects have become a topic of discussion in education. There is a societal expectation for children to be "better prepared in [those] areas" (Madden et al., 2016). Recent educational reforms have advocated for "restructuring curricula that emphasize explicit integration of STEM" (NRC, 2014, Ring et al., 2018). However, the definition of STEM remains unclear, and people's perceptions have evolved overtime. In recent times, the acronym has become closely associated with integrated STEM education (Moore et al., 2014). Pre-service teachers (PSTs) are not an exception from varying perceptions of STEM. Understanding PSTs perceptions of STEM can assist in identifying gaps in current teacher preparation programs and inform efforts to enhance their education. Tracking their evolving understanding of STEM throughout their academic journey is essential. Determining the effectiveness of current integrated science courses in offering a comprehensive understanding of what STEM is can improve future attempts in furthering teacher education. Thus, we used a single case study design (Yin, 2014) to explore PSTs perceptions of STEM and how they change over time within the context of an integrated science course. Through qualitative analysis of pre & post-survey responses that included multiple-choice and extended-response questions, themes surrounding PSTs perceptions were identified using Dedoose software. The preliminary findings indicated a notable shift in PSTs perceptions of STEM shifting from viewing it solely as an acronym to recognizing STEM as hands-on and beneficial in fostering problem-solving skills. They went from focusing on the perceived limitations, such as STEM being too “hard” or expansive for younger students, to emphasizing on the many benefits, such as promoting essential skills. The theme of "What is STEM?" in the post-survey data included codes like "hands-on," "deeper thinking," and "creativity." The research provides useful insights into the perceptions of PSTs regarding STEM education.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Preethi Titu
Pre-service Teachers' Perceptions of STEM Before and After an Integrated Science Course
Science, technology, engineering, and math or STEM subjects have become a topic of discussion in education. There is a societal expectation for children to be "better prepared in [those] areas" (Madden et al., 2016). Recent educational reforms have advocated for "restructuring curricula that emphasize explicit integration of STEM" (NRC, 2014, Ring et al., 2018). However, the definition of STEM remains unclear, and people's perceptions have evolved overtime. In recent times, the acronym has become closely associated with integrated STEM education (Moore et al., 2014). Pre-service teachers (PSTs) are not an exception from varying perceptions of STEM. Understanding PSTs perceptions of STEM can assist in identifying gaps in current teacher preparation programs and inform efforts to enhance their education. Tracking their evolving understanding of STEM throughout their academic journey is essential. Determining the effectiveness of current integrated science courses in offering a comprehensive understanding of what STEM is can improve future attempts in furthering teacher education. Thus, we used a single case study design (Yin, 2014) to explore PSTs perceptions of STEM and how they change over time within the context of an integrated science course. Through qualitative analysis of pre & post-survey responses that included multiple-choice and extended-response questions, themes surrounding PSTs perceptions were identified using Dedoose software. The preliminary findings indicated a notable shift in PSTs perceptions of STEM shifting from viewing it solely as an acronym to recognizing STEM as hands-on and beneficial in fostering problem-solving skills. They went from focusing on the perceived limitations, such as STEM being too “hard” or expansive for younger students, to emphasizing on the many benefits, such as promoting essential skills. The theme of "What is STEM?" in the post-survey data included codes like "hands-on," "deeper thinking," and "creativity." The research provides useful insights into the perceptions of PSTs regarding STEM education.