Evaluating Preservice STEM Teachers' Interconnected Perceptions of Mathematics, Science, and STEM

• In Event: Explorations of STEM Education in Teacher Preparation and Teacher Experience

Abstract

How preservice teachers perceive mathematics, science and STEM teaching and learning is important in guiding the design and development of university curriculum. In this study, we used Personal Construct Theory (Kelly 1955) as a framework to guide our understanding of their perceptions of mathematics, science and STEM. The Theory is supportive in that participants define constructs based on their viewpoints with less researcher interference and bias. Our results showed that preservice elementary/middle school STEM teacher still have very narrow perceptions of learning in relation to mathematics, but are more open minded in terms of science, and are much more aware regarding STEM teaching and learning. We recommend continued efforts to encourage interdisciplinary learning with a particular focus on mathematics.

Authors

• Terri L. Kurz, Arizona State University

• Huseyin Bahadir Yanik, Anadolu University

• Ivana Batarelo Kokic, University of Split

• Mi Yeon Lee, Arizona State University

• Pacific Bloom, Arizona State University