Integrating communal content into science lessons: An investigation of the beliefs and attitudes of preservice teachers

Abstract

Developing student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help others dampen interest in pursuing STEM careers. This research project investigated preservice science teachers' (PST) beliefs about whether science careers afford communal goals, and then employed experimental methodology to assess reactions to science lessons that integrate communal content. PSTs perceived STEM fields as less likely than other fields to fulfill communal goals. Yet lesson plans that integrated communal applications were perceived as more likely to engage students. The communally‐oriented lesson plans were then further developed for dissemination. We discuss the opportunities and obstacles to integrating communal content into science education instruction.

How to Attract Women in STEM and Help Them Become Successful: The Review of Practices of Overcoming Gender Stereotypes

“…По мнению исследователей, уверенность студентов в том, что их будущая профессия приносит пользу обществу, будет способствовать привлечению большего количества девушек в STEM [80; 83; 84], поэтому они предлагают интервенции, формирующие понимание того, как STEM помогает сделать жизнь людей лучше [85]. Серия исследований показала, что когда учебные курсы структурированы таким образом, чтобы показать, как профессии в области STEM и медицины способствуют улучшению жизни других людей, студенты обоих полов демонстрируют бóльшую мотивацию в их изучении и больший интерес к получаемой профессии [86; 87].…”

Science for Others or the Self? Presumed Motives for Science Shape Public Trust in Science

“…Inferences about communal motives in science may be particularly important in understanding trust in science because stereotypes of science and scientists reflect low levels of communality. STEM careers are perceived as affording fewer opportunities to work with and help others, even among STEM majors (Diekman et al, 2011) or pre-service K12 science teachers (Fuesting et al, 2021). Scientists are stereotyped as competent but not warm (Fiske & Dupree, 2014) and are viewed as less communal and more agentic than the average woman or man (Carli et al, 2016).…”