Better Together: Supporting and Understanding Preservice Teacher (PST) Sense-Making About STEM

• In Event: Teacher Knowledge and Sense-Making in Mathematics and Integrated STEM

Abstract

STEM is broadly defined within K-12 education, and with much of the literature highlighting in-service teachers, we know little about how pre-service teachers (PSTs) think about STEM. In this study, we investigated how a collective group of 30 secondary math and science PSTs make sense of STEM before and after a STEM unit where PSTs explored resources and engaged in STEM activities. Using inductive coding techniques, we analyzed pre/post data to understand how the PSTs make sense of STEM and STEM activities. Overall, we found that the STEM unit pushed students to have a more nuanced and situated understanding of STEM in math/science education, where they had more plausible, practical, and concrete visions for STEM in their future classrooms.

Authors

• Michael Andrew Lawson, University of Southern California

• Joshua Michael Rosenberg, The University of Tennessee - Knoxville

• Imogen Herrick, University of Southern California