Systematic Support for STEM Pre-Service Teachers

Abstract

Developing a strong STEM teacher workforce is essential to improve K-12 (kindergarten to 12th grade) STEM education and to strengthen the STEM talent pipeline in the United States. Based on the successful experience in Project Engage, a grant funded by the U.S. Department of Education, this chapter proposes an authentic and sustainable four-pillar STEM professional development model. Grounded on social constructivist and interactive approaches, this professional development model is intended to cultivate STEM pre-service teachers' ability to provide K-12 students with authentic STEM learning experience as defined in the four types of authenticity (i.e., context authenticity, task authenticity, impact authenticity, and personal/value authenticity) identified by Strobel and his colleagues (Strobel, Wang, Weber, & Dyehouse, 2013).

Sınıf Öğretmeni Adaylarının STEM Eğitimine Yönelik Görüşleri: Uygulamalı Bir Çalışma

“…Bunun yanı sıra STEM eğitiminin etkili bir biçimde derslere entegre edilmesi aşamasında, STEM alan bilgisi, STEM pedagoji bilgisi, STEM entegrasyon bilgisi, 21. yy. becerileri bilgisi ve bağlam bilgileri de gereklidir (Benuzzi, 2015;Hudson, English, Dawes, King, & Baker, 2015;Rogers, Winship, & Sun, 2015;Stohlmann, Moore, & Roehrig, 2012).…”