Becoming STEM Teachers: Mixed-Methods Study of Elementary Teacher Candidates' STEM Knowledge and Dispositions

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Preservice Teachers' Beliefs, Identity, and Knowledge (Table 10)

Abstract

Integrated STEM is an international educational priority. Elementary teacher education has not prepared elementary preservice teachers to teach integrated STEM. The purpose of this study was to measure the impact of one course focused on integrated STEM on elementary preservice teachers’ STEM content knowledge and affective dispositions toward STEM. A mixed methods approach was used to explore this topic as data were collected from pre- and post-tests consisting of Likert-type questions and open-ended responses. Results demonstrate significant gains in preservice elementary teachers’ content knowledge and dispositions toward STEM. Implications include the need for intentionally integrated STEM learning in elementary education programs and a need to reform elementary education programs to meet the needs of educational priorities in integrated STEM.

Authors

• Katie Lynn Perkins, Bowling Green State University
  Presenting Author

• Audrey Conway Roberts, Bowling Green State University
  Presenting Author

• Cat Maiorca, Oklahoma State University
  Presenting Author

• Thomas Roberts, Bowling Green State University
  Presenting Author