Shaping Preservice Teachers’ Understandings of STEM: A Collaborative Math and Science Methods Approach

Bartels, Selina L.; Rupe, Kathryn M.; Lederman, Judith S.

doi:10.1080/1046560x.2019.1602803

Cited by 36 publications

(36 citation statements)

References 8 publications

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“…In their study, discuss the importance of STEM learning relating it to the teaching of content while developing skills, especially communication skills and teamwork. Similarly, as it was shown by Bartels et al (2019) that pre-service teachers' attitudes support the value of collaboratively taught math and science methods courses.…”

Section: Stem Education Develops Multiple Skillsmentioning

confidence: 76%

“…Science, Technology, Engineering, and Mathematics education is of significant importance for preparing preservice teachers for curriculum integration. According to Bartels et al (2019), pre-service teachers should be introduced to STEM and allowed to design and teach integrated STEM as early as during their studies. Modeling collaboration while offering integrative STEM activities to pre-service teachers will increase understating of STEM teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

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Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Berisha

Vula

2021

Front. Educ.

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Science, Technology, Engineering, and Mathematics (STEM) integrated curricular approach has become the leading type of education reform worldwide. This paper presents a STEM integrated collaborative activity to enhance STEM knowledge among pre-service mathematics and chemistry teachers. Well-structured and planned on-site workshops on STEM activities were delivered to pre-service teachers while growing mathematics and science content knowledge and pedagogical practices. The qualitative content analysis research methodology was used to identify relevant topics related to post reflective questions regarding pre-service teacher perspectives on the experience gained through the collaborative practices at the STEM workshop. The results show that the workshop had a positive effect on pre-service teachers’ conceptualization of STEM—through collaborative, participatory practices, an effective learning environment while bringing attention to teacher professional development and education policymakers. Key elements of this study approach included: (1) collaboration between university professors to teach and incorporate STEM in higher education; (2) unique partnership among mathematical and chemistry pre-service teachers; and (3) professional development, which is devoted and adopted into a study course.

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Section: Stem Education Develops Multiple Skillsmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Berisha

Vula

2021

Front. Educ.

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“…It is, therefore, required for teacher educators to equip prospective teachers with the knowledge and skills necessary to increase their teaching efficacy beliefs. To date, several studies have attempted to integrate engineering/STEM in the existing science and/or mathematics methods courses (Bartels et al 2019;Kaya et al 2017;Ortiz et al 2015;Perkins Coppola 2019). Perkins Coppola (2019), for instance, designed an engineering unit for a science methods course in which PSTs were engaged in the engineering design process to solve a problem.…”

Section: Cognitive Selfmodelingmentioning

confidence: 99%

“…In addition, we integrated engineering with other subjects such as science, mathematics, and literacy. Even though efforts have been made to incorporate engineering/STEM in methods courses to develop PSTs content and pedagogical knowledge (Bartels et al 2019;Kaya et al 2017;Ortiz et al 2015;Perkins Coppola 2019), little was known about what particular sources of efficacy information support the development of PSTs' engineering teaching efficacy. From this perspective, this study examined the sources of engineering teaching selfefficacy within the engineering education intervention to inform the decisions that teacher educators make concerning their instructional practices as well as related research.…”

Section: Vicarious Experiencesmentioning

confidence: 99%

Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

2021

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Background The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods courses to accommodate engineering especially in the states which adopted the NGSS. In this study, we taught an engineering unit in an elementary science teaching methods course to examine what instructional components and learning experiences provided in the engineering unit enhance teachers’ engineering teaching self-efficacy beliefs. Our research questions addressed to what extent the engineering education intervention improved pre-service teachers’ engineering teaching efficacy beliefs and what instructional components and learning experiences served as sources of self-efficacy contributing to the improvement of pre-service elementary teachers’ engineering teaching efficacy beliefs. We also explored how pre-service teachers viewed the relative importance of the sources of teaching efficacy stemming from the engineering unit. Results The participants comprised 84 pre-service teachers enrolled in an elementary education program at a public university in the Southwestern United States. Data obtained from the Engineering Teaching Efficacy Beliefs Instrument (ETEBI) indicated that the pre-service teachers’ personal teaching efficacy beliefs significantly improved after the engineering intervention; however, the engineering intervention had a small impact on teachers’ engineering teaching outcome expectancy beliefs. Written reflections used to explore the sources of engineering teaching efficacy and the relative importance of each source showed that cognitive content mastery and cognitive pedagogical mastery were the major sources of engineering teaching self-efficacy among the pre-service elementary teachers. Conclusion Our study illustrated that integrating engineering design activities with explicit-reflective instruction on the nature of engineering concepts could enhance pre-service teachers’ personal engineering teaching efficacy beliefs even though a relatively small impact was observed in their engineering teaching outcome expectancy beliefs. Also, the study indicated cognitive content mastery and cognitive pedagogical mastery were the most important sources of engineering teaching efficacy. Therefore, the study suggests that it is vital to integrate a variety of mastery and vicarious experiences in methods courses to support the development of teachers’ engineering teaching efficacy beliefs. Besides, the current study could provide an example for integrating engineering education in methods courses.

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“…Although most were aware of the promotion by the government of STEM education, they could not coherently articulate its goals (Pimthong & Williams, 2020). Other studies have shown the need for 2 / 14 effective preservice STEM preparation programs in preparing quality STEM teachers (Bartels et al, 2019;Bell, 2016;English, 2017;Nadelson et al, 2013;Schmidt & Fulton, 2016;Shernoff et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching

Pimthong

Williams

2021

EURASIA J Math Sci Tech Ed

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A STEM methods course was developed for undergraduate preservice teachers at the faculty of education. The course model design had three phases: 1) review of the STEM literature and conceptual considerations, 2) planning of the STEM methods course, and 3) evaluation by experts and revision based on their feedback. Research literature and other documentation were reviewed. A framework and guiding principles for primary-level STEM education were developed to identify key elements, including STEM focus/essence, student-centered, curriculum, learning environment, and assessment. A 15-week STEM methods course was planned to model good practices for teaching integrated STEM and to let preservice teachers confront real-world issues and problems that arise in STEM instruction and then design their own STEM lessons or activities for teaching. The result of implementing the STEM methods course was examined through preand post-surveys which showed the influence of the methods course in promoting preservice teachers' STEM understanding.

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Shaping Preservice Teachers’ Understandings of STEM: A Collaborative Math and Science Methods Approach

Cited by 36 publications

References 8 publications

Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

Methods Course for Primary Level STEM Preservice Teachers: Constructing Integrated STEM Teaching

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