Investigating Preservice STEM Teacher Conceptions of STEM Education

Radloff, Jeff; Guzey, S. Selcen

doi:10.1007/s10956-016-9633-5

Cited by 113 publications

(88 citation statements)

References 15 publications

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“…Th e research described PSTs' current attitudes to energy content knowledge and STEM conceptualization. Two questionnaires were modifi ed based on the original (Radloff & Guzey, 2016a;Ring, Dare, Crotty, & Roehrig, 2017), researching STEM conceptualization. To develop and use these instruments, the author contacted and received permission for this research.…”

Section: Methodsmentioning

confidence: 99%

“…STEM conceptualization plays a role in the PSTs' understanding of STEM and their ability to practice it in the classroom. Radloff & Guzey (2016b) suggested that to eff ectively teach STEM, PSTs need STEM conceptualization. STEM conceptualization requires basic content knowledge and pedagogical knowledge.…”

Section: Research Question 2: What Is the Relationship Between Energymentioning

confidence: 99%

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Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Putra¹,

Kumano²

2018

tner

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We explored energy learning progression and STEM conceptualization among pre-service science teachers (PSTs) in Japan and Indonesia. Th is study used a survey design to collect data using questionnaires on energy content knowledge (energy forms, transformation, dissipation, and conservation) and STEM conceptualization (defi nition, connectedness, and visualization). Results indicated that the Japanese PSTs have greater energy content knowledge than the Indonesian PSTs. Furthermore, content knowledge has a signifi cant correlation with STEM conceptualization.

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Section: Methodsmentioning

confidence: 99%

Section: Research Question 2: What Is the Relationship Between Energymentioning

confidence: 99%

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Putra¹,

Kumano²

2018

tner

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“…The sustainable development of STEM education reflects one part of the target, at least scientific skills, to promote sustainable development [3]. Successful STEM education fosters individuals in learning achievements [5,7,28,29], authentic problem-solving skills [9,30,31], interests in STEM sub-subjects, and in pursuing STEM careers [10][11][12][13].…”

Section: The Stem Education Sustainable Development Goalmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

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“…Tang & Williams, 2018). Therefore, a great challenge for teachers in STEM subjects is to design classroom activities that integrate two or more of the subjects in their teaching in both a meaningful and relevant way (Bell, 2016;de Vries, 2017;Kertil & Gurel, 2016;Margot & Kettler, 2019;Radloff & Guzey, 2016). In short, STEM teaching needs to be authentic (cf.…”

Section: Introduction and Aimmentioning

confidence: 99%

Models and modelling for authentic STEM education: reinforcing the argument

2019

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This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidencebased frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.

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Investigating Preservice STEM Teacher Conceptions of STEM Education

Cited by 113 publications

References 15 publications

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

Measuring Teachers’ Perceptions to Sustain STEM Education Development

Models and modelling for authentic STEM education: reinforcing the argument

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