This study explores the relationship between elementary teacher candidate affective dispositions and the action of STEM lesson planning. While affective dispositions are important, understanding the connection between dispositions and practice is key. Teacher candidates’ affective dispositions about STEM education and instructional planning were examined after participating in a virtual STEM experience. Seventeen elementary teacher candidates experienced STEM instruction via summer virtual courses and field placements. This article focuses on responses to questions about affective dispositions that were coded using inductive analysis. Dispositions towards the following themes were identified: ways to teach integrated STEM, use of inquiry and open ended questions, and confidence. Early childhood lesson plans were coded deductively using the characteristics of model-eliciting activities. Analysis of the data found that teacher candidates who experienced learning, observing, and planning via virtual experiences demonstrated positive affective dispositions towards teaching STEM. However, there were areas of disconnect between the affective dispositions expressed and the instructional action of planning STEM lessons. The data suggest the experiences of learning, observing, and planning STEM lessons can be meaningful in professional growth, but that more needs to be done beyond these experiences to create synergy between instructional actions and affective dispositions related to STEM education.
A call for multiple perspectives in quality STEM placements Facilitating elementary PSTs understanding of teaching and learning within a Science, Technology, Engineering, and Mathematics (STEM) context can be challenging. This is due to many factors, including the lack of clarity about what STEM education should look like, in spite of its increasing popularity (Kelley and Knowles, 2016). It is essential to have professional development and shared experiences, to unpack this critical educational context (Holmlund et al., 2018). If preservice teachers have not experienced teaching concepts, such as inquiry or project-based learning, it can be difficult for them to apply these instructional strategies in their classrooms (Abell, 2006).Situated Cognition Theory (Kelley and Knowles, 2016) guided the professional development (PD) experiences in STEM education for PSTs. Situated Cognition Theory is grounded in the belief in the critical relationship that application and knowledge share. Physical and social context plays an important role in learning and applying knowledge and skills. Therefore, authentic learning environments are critical to preparing effective elementary STEM teachers for the complexities of teaching and learning. This three-week summer STEM camp in a rural midsize university in the southeastern USA serves as the setting for the first PD experience. PSTs functioned in teaching teams within a classroom of students in grades three through five. PSTs were provided multiple perspectives and roles during the STEM Camp experience to gain a deeper understanding of the complex role of teaching. During their field placement, they took on the role of the planner, teacher, and observer.During the STEM field placement, PSTs were enrolled in mathematics, science, and reading methods coursework. Previous coursework examined lesson planning, assessment, professionalism, individual reading instruction, and culturally responsive teaching. The university instructors of the summer methods courses were also the lead faculty in the summer field experience, which was a three-week Science, Technology, Engineering, and Mathematics (STEM) focused program for rising third through fifth-grade students. Week one focused on structures, week two focused on robotics, and week three focused on forces in motion.Before camp began, PSTs had methods classes to explore pedagogical concepts such as standards, learning trajectories, assessment, technology, questioning, and project-based learning. In addition, PSTs attended a 3-days STEM workshop cotaught by the three faculty members. Each day of the workshop modeled and explored the content for one of the three weeks of the STEM summer experience while unpacking elements of teaching in an inquirybased, integrated STEM environment. For example, day one explored structures: PSTs Multiple perspectives of mathematics in STEM
There is a consistent economic need to increase diversity in science, technology, engineering, and math (STEM) disciplines and to increase diversity in groups of STEM professionals graduating from colleges and universities in our nation. However, research notates that minoritized populations such as women and/or persons of color, continue to be underrepresented in STEM disciplines. Furthermore, literature suggests that teachers who implement culturally responsive instructional strategies in the classroom positively impact and empower students to develop positive attitudes towards STEM, hence aiding in an increase in the recruitment and retainment of underrepresented groups in STEM disciplines or STEM-related careers. This book chapter will trace research and provide culturally responsive teaching strategies, lesson plan adaptation strategies, and instructional practices that can be used in STEM classrooms in an effort to positively influence underrepresented student's decisions to persist in STEM careers and/or STEM-related fields.
Science, technology, engineering, and mathematics education (STEM) is a focus in many schools and businesses. Therefore, it is critical teachers are prepared to implement effective STEM lessons in their classrooms, and that research explores ways to prepare teachers for this important field. This chapter describes the experience of 24 preservice teachers that planned and implemented a three-week summer elementary STEM classroom experience for approximately 150 students in Grades 3 to 5. Preservice teachers' reflections and perceptions from of this experience are captured from multiple lenses at four points of the experience using the portraiture method of inquiry. Then these portraits are analyzed for themes that provide insight into the perceptions and effectiveness of the experience.
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