The impact of integrated STEM modeling on elementary preservice teachers’ self‐efficacy for integrated STEM instruction: A co‐teaching approach

Abstract

In the K-12 classroom, there has recently been a shift to presenting students with real-life applications of science and mathematics concepts through integration of science and mathematics practices. As outlined in the Next Generation Science Standards (NGSS; National Research Council, 2012), and the Common Core State Standards for Mathematics (CCSSM; NGACPB; 2010), a thoughtful and authentic presentation of Science, Technology, Engineering, and Mathematics (STEM) is accomplished through an integrated approach to learning in both the science and mathematics curriculum. Integration can be defined as "working in the context of complex phenomena or situations on tasks that require students to use knowledge and skills from multiple disciplines" (Honey et al., 2014, p. 52). In other words,

The Teaching Strategies to Improve Students of Immigrants in STEM Learning within the K-6 Setting

“…Their research highlights providing a robust and engaging STEM curriculum for students in K-6 setting will benefit them in various aspects (e.g., lifelong interests in STEM fields, inquiry and design thinking, mathematical literature skills) [10]. Johnson, Byrd, and Allison formulate the idea that an integrated STEM curriculum in K-6 environment support students to build up interdisciplinary project-based learning abilities, which facilitate their meta-cognitive skills like reflecting, analyzing, reasoning, and organizing [11]. English finds out in his research that offering a universal and equitable STEM curriculum for students in k-6 schools will make STEM education accessible for students from diverse backgrounds (e.g., socioeconomic status, ethnicity, and culture) [12].…”

Elementary preservice teacher preparation to teach mathematics and science in an integrated STEM framework

“…Additionally, PST need specialization in STEM practices and procedures including integrated teaching throughout their TPP (Kelley et al, 2020). Thus, participation in inquiry-based content and methods coursesincluding an integrated approach to teaching mathematics and sciencemay lead to enhanced attitudes toward and confidence in teaching integrated STEM content (Johnson et al, 2021;Corlu et al, 2015).…”

“…that warrant consideration by the numerous stakeholders of STEM education. Within TPP, providing PST with meaningful experiences as a learner and educator in integrated STEM methods courses, may positively influence their attitudes toward and confidence in promoting STEM education in the elementary classroom (Johnson et al, 2021, Corlu et al, 2015. Additionally, increasing the quantity and quality of the STEM content coursework required may lead to PST who are better equipped to understand and interpret the content and practice standards, increasing their ability to integrate the mathematics and science standards and create authentic learning experiences (Pimthong & Williams, 2021;Radloff & Guzey, 2017).…”

“…As supported by previous research, the participants recognized an emphasis on numeracy and literacy in the elementary classroom, which left limited time to teach science or integrated STEM lessons and was reflected by the decrease in time teaching STEM-related disciplines (Nadelson et al, 2013; NAE & NRC, 2014).As revealed in related studies, the participants also recognized the immense discipline and work (Effort subscale), it takes to plan and implement effective integrated mathematics and science lessons(Berlin & White, 2012). During both semesters, the perceived difficulty (Difficulty subscale) in planning integrated lessons was attributed to the misalignment of mathematics and science content standards based on the local school district's pacing guides, supporting the need for the mathematics and science curriculum to be aligned and coherent to ensure STEM education is implemented in the classroom(Johnson et al, 2021;Moore & Smith, 2014). Furthermore, due to state highstakes testing that occurred during the internship semester, the participants were not encouraged or supported to teach integrated lessons as the tests were designed with mathematics and science segregated into content-specific knowledge(Moore & Smith, 2014).…”

A Systematic Review of Teachers’ Perception Towards ICT Integrations in Mathematics Classroom

“…Quantitative research, on the other hand, recorded 40% (12 articles) while mixed method recorded the lowest percentage which is 16.7% (5 articles). (Birgin et al, 2020;Haviz & Maris, 2020;Johnson et al, 2021;Ndlovu & Mostert, 2018;Yildirim & Sidekli, 2018)…”