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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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Published in: | Journal of science education and technology 2016-10, Vol.25 (5), p.759-774 |
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creator | Radloff, Jeff Guzey, Selcen |
description | 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. |
doi_str_mv | 10.1007/s10956-016-9633-5 |
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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 |
title | Investigating Preservice STEM Teacher Conceptions of STEM Education |
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