Investigating Preservice STEM Teacher Conceptions of STEM Education

Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM conten...

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Bibliographic Details
Published in:Journal of science education and technology 2016-10, Vol.25 (5), p.759-774
Main Authors: Radloff, Jeff, Guzey, Selcen
Format: Article
Language:English
Subjects:
Colleges & universities
Education
Educational Technology
Engineering Education
Mathematics education
Mathematics Teachers
Preservice Teachers
Research facilities
Research Universities
Science Education
Science Teachers
STEM Education
Surveys
Teacher Attitudes
Teacher Education
Teacher Effectiveness
Teacher Surveys
Teachers
Teaching Methods
Technical education
Technology Education
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Summary:Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an openended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature.
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-016-9633-5