Building an Integrated STEM Teacher Identity: Concept Maps as Formative Assessments of Initial STEM Conceptualizations

• In Event: How Teachers Teach, Conceptualize, and Talk About Integrated STEM

Abstract

This study explores teachers’ conceptualizations of STEM education at the beginning of a graduate course for practicing PK-12 teachers (n=20). Analysis of surveys and concept maps revealed that STEM teacher identities could be categorized as disciplinary or integrated. These expressed identities were consistent with initial perspectives on the complexities of STEM education as portrayed in concept maps. Teachers’ conceptualizations included (1) utilitarianism; (2) acquisition of disciplinary knowledge; (3) activities and resources; (4) access to meaningful problem-solving experiences; (5) advocacy for systemic change; and (6) buzzwords. These concepts reveal teachers’ beliefs about STEM and what STEM education should look like. Implications for teacher educators’ use of concept maps as formative assessments to inform decision-making in integrated STEM instruction are presented.

Authors

• Nancy Holincheck, George Mason University

• Terrie M. Galanti, University of North Florida