Knowledge to Action in Social Studies Education: Impact of Instruction on Beliefs About STEM Integration

• In Event: 18.044 - Democratic Citizenship in Education SIG Paper Session 2

Abstract

This study investigated the effectiveness of instruction on preservice teachers’ decisions about integrating STEM concepts into future social studies instruction. Participants were 213 preservice teachers from social studies methods classes taught from 2013 to 2015. Data were collected by an instrument developed in a previous study (Author2, Author1, and Author3, 2015), and analyzed by correlation, and multiple regression. The scores of those taught before STEM-integration instruction was fully developed, were compared with those taught later. Large between-group differences were found on beliefs about outcomes of integrating STEM into social studies, and beliefs about the desires of important others for their behavior. These beliefs predicted their different attitudes and behavioral decisions. Implications for teacher education and democratic practice are discussed.

Authors

• Caroline R. Pryor, Southern Illinois University - Edwardsville

• Brandt W. Pryor, Educational Research Associates

• Rui Kang, Georgia College & State University