什么是STEM？职前小学教师对STEM综合教育的观念

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-12 DOI:10.1016/j.tate.2025.105108

Jeanna R. Wieselmann , Deepika Menon , Brynn C. Price , Allison Johnson , Sumreen Asim , Sarah Haines , Grace Morison

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引用次数: 0

摘要

教师的概念可能与他们的教学实践有关，但综合科学、技术、工程和数学（STEM）教育没有一个一致的定义。本研究包括来自11个不同教师准备项目的627名职前小学职前教师，以确定综合STEM教育的共同概念以及这些概念如何在科学方法课程中转变。调查和访谈数据的结果显示，参与者通常提到STEM首字母缩略词和STEM学科内外的表面整合。塑造他们的观念和教学准备的关键经验包括规划和实施STEM课程，以及讨论高质量的综合STEM教学。

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What is STEM? Preservice elementary teachers’ conceptions of integrated STEM education

Teachers’ conceptions can relate to their teaching practices, but integrated science, technology, engineering, and mathematics (STEM) education does not have a consistent definition. This study included 627 preservice elementary preservice teachers across 11 different teacher preparation programs to identify common conceptions of integrated STEM education and how these conceptions shifted during science methods coursework. Findings from survey and interview data showed that participants commonly referred to the STEM acronym and surface-level integration across and beyond STEM disciplines. Key experiences that shaped their conceptions and preparedness to teach included planning and implementing STEM lessons and discussing quality integrated STEM instruction.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.