An Examination of Preservice Teachers' Sense-Making of STEM Integration in a STEM Education Methods Course

• In Event: Conceptualizing and Integrating STEM Teaching Practices

Abstract

Recent STEM education reform initiatives call for teaching STEM subjects through integrations of multiple related subjects. In response to this call, we developed an integrated STEM education methods course for secondary preservice teachers in STEM disciplines. At the conclusion of the course, we collected qualitative data (e.g., interviews, student artifacts) to examine students’ sense-making of STEM integration. While students successfully developed STEM integration lessons, taught them, and articulated kea features for successful STEM integration, they faced challenges attributable to limited understandings of other disciplines and a lack of role models. We also found the acronym STEM may be limiting students’ reasoning about what STEM can incorporate. Implications for teacher learning for effective STEM integration will be discussed.

Authors

• Minjung Ryu, Purdue University

• Nathan Mentzer, Purdue University

• Neil A. Knobloch, Purdue University