Findings From a Transdisciplinary and Critical Cross-Cultural STEM (TC3-STEM) Approach for Preparing Preservice Teachers

• In Event: 67.059 - Enacting Social Justice Through Transformative Science Education Research in Various Contexts

Abstract

Objectives: We sought to investigate the ways in which a Transdisciplinary and Critical Cross-Cultural STEM (TC3-STEM) approach influenced elementary school pre-service teachers’ feelings of preparedness to teach science.

Framework: TC3-STEM is a sociotransformative approach to teaching at least two of the core curriculum areas (i.e., social studies, language arts, mathematics, and science) with the integration of either engineering and/or technology. Since this approach is informed by sociotransformative constructivism, knowledge is perceived as socially constructed and mediated by sociocultural, institutional and historical factors (Author, 1998). In this way, power dynamics and positionalities are as important to consider as the curriculum and pedagogical approaches to be used.
The NGSS expects that teachers be prepared to integrate engineering practices in the science classroom (Achieve, 2013). At the same time, teachers must work to address students’ diverse needs. These expectations create a conundrum for teacher graduates who are often middle-class, Anglo, females with little to no experience with cultural diversity (Lee & Buxton, 2010, Author, 2004). These issues are compounded by the fact that teachers often feel ill prepared to teach science. The most recent national survey (n=7,752) showed that only 4% of the participant teachers “felt very well prepared to teach engineering” and 39% “felt very well prepared to teach science” (Banilower et al, 2013).
These issues necessitate innovative teacher education frameworks that enable beginning teachers to become more culturally inclusive teachers. This project offered participants opportunities to engage in transdisciplinary and cross-cultural activities that modeled how to promote critical engagement with STEM for social transformation.

Methods: The project was enacted in two different science methods courses (CI, n=14; CII, n=17). Students who participated in the second iteration of the study (CII) were exposed to enhanced TC3-STEM modules (sets of lessons and activities) based on findings from the first cohort (CI). A hybrid design (Plowright, 2010) was used to gather quantitative data (pre-post surveys) and qualitative data (focus group interviews, students’ artifacts, and videotaped observations). Qualitative data were analyzed using an iterative approach to identify common themes and categories (Spradley, 1979). Quantitative data were analyzed using non-parametric methods (Wilcoxon signed ranks tests). Data were triangulated across data sets to substantiate the validity and reliability of findings.

Findings: Analysis of the surveys and focus group interviews indicated significant growth in participants’ confidence to teach science and integrate STEM across the curriculum. However, the first cohort showed superficial understandings of cross-cultural education even though their self-confidence ratings were high for both the pre-post surveys. The second cohort showed significant quantitative growth in this area, as well as in the qualitative analysis of their responses. Results indicate that the enhanced iteration of the TC3-STEM modules--with its more direct and pedagogically explicit focus on cross-cultural education-- had a greater impact on the beginning teachers.

Significance: Elementary school teachers teach all curriculum areas and they often feel ill-prepared to teach science and engineering practices. A TC3-STEM approach could provide more opportunities for novice teachers to critically engage students with issues of equity and social justice in STEM.

Author

• Alberto J. Rodriguez, Purdue University