Preservice Primary Teachers’ Attitudes Towards STEM Education: a Study Developed Through an Integrated STEM Training Programme Using Inquiry- Based Approaches and Engineering Design Practices

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2026-03-28 DOI:10.1007/s11165-026-10323-y

Teresa Lupión-Cobos, Cristina García-Ruiz, Radu Bogdan Toma

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引用次数: 0

Abstract

Integrated Science, Technology, Engineering, and Mathematics (STEM) education seeks to motivate students by connecting disciplines through practical and contextualised learning, aiming to prepare 21st-century citizens to navigate multicultural environments. However, implementing effective STEM instruction poses significant challenges for teachers, particularly in integrating multiple disciplines. This study examined the impact of professional development (PD) programme on 157 Primary Education pre-service teachers’ (PSTs) attitudes toward integrated STEM. Participants were assigned to a control group (no PD), an inquiry group (PD on inquiry-based teaching), or a STEM group (the same inquiry PD plus training on engineering design process). Attitudes toward integrated STEM were measured using an adapted version of the Dimensions of Attitude toward STEM (DAS) questionnaire and open-ended questions. Quantitative results showed that the STEM group reported higher perceived relevance, enjoyment, and self-efficacy, but also greater context dependency for teaching using integrated STEM. Moreover, their intention to adopt this approach was significantly lower from that of PSTs in the control and inquiry groups. Qualitative findings reinforced these results. PSTs in the STEM group noted benefits such as active learning and critical thinking, yet they also reported challenges, including students’ weak problem-solving skills, limited access to materials and digital resources, and structural barriers to integrated STEM. Teacher-related challenges also emerged, especially regarding the enactment of engineering design. These findings suggest that targeted PD focusing on the adoption of inquiry-based approaches and engineering design practices, might improve PSTs’ attitudes toward integrated STEM, but also highlight the complexity of preparing teachers for interdisciplinary instruction.

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职前小学教师对STEM教育的态度：一项通过基于探究的方法和工程设计实践的综合STEM培训计划开展的研究

综合科学、技术、工程和数学（STEM）教育旨在通过实践和情境化学习将学科联系起来，激励学生，旨在为21世纪的公民做好应对多元文化环境的准备。然而，实施有效的STEM教学给教师带来了巨大的挑战，特别是在整合多学科方面。本研究考察了专业发展计划对157名小学教育职前教师对综合STEM态度的影响。参与者被分配到对照组（没有PD）、探究组（基于探究性教学的PD）或STEM组（相同的探究性PD加上工程设计过程的培训）。对综合STEM的态度采用改良版的对STEM态度维度（DAS）问卷和开放式问题进行测量。定量结果显示，STEM组报告了更高的感知相关性、乐趣和自我效能感，但对使用综合STEM教学的情境依赖性也更大。此外，他们采用这种方法的意愿明显低于控制组和询问组的pst。定性研究结果强化了这些结果。STEM组的pst注意到积极学习和批判性思维等好处，但他们也报告了挑战，包括学生解决问题的能力较弱，获取材料和数字资源的机会有限，以及整合STEM的结构性障碍。与教师相关的挑战也出现了，特别是在工程设计的制定方面。这些发现表明，有针对性的PD侧重于采用基于探究的方法和工程设计实践，可能会改善PSTs对综合STEM的态度，但也突出了教师为跨学科教学做准备的复杂性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.