Abstract
As STEM education becomes increasingly important, so does the importance of preparing teachers who are equipped to implement STEM education in their classrooms. This chapter describes a module designed through a three-phase iterative process that is called Collaboratively Learning to Teach STEM (CLT-STEM) to provide learning experiences to preservice chemistry and secondary mathematics teachers. In all three implementations of this designed-based instruction, participants answered a questionnaire (once before and once after the implementation) that elicited their views about STEM education in general and methods used in STEM education in particular. Some selected participants were also interviewed about their experiences with the collaboration element of the module. Findings from the implementation of each year, helped the authors revise the CLT-STEM module for the following year. Upon completing 3 years of implementation of the CLT-STEM module, the authors suggest international audience of STEM education practitioners and researchers that any effective STEM education program should incorporate four key components: (i) learning to teach integrative STEM, (ii) collaboration, (iii) integration of STEM disciplines as meaningfully interdependent, and (iv) skills related to STEM disciplines (inquiry, modelling, engineering process).
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This project was funded by the Bogazici University Research Funds, Grant Number 9221.
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Akaygun, S., Aslan-Tutak, F. (2020). Collaboratively Learning to Teach STEM: A Model for Learning to Integrate STEM Education in Preservice Teacher Education. In: Akerson, V.L., Buck, G.A. (eds) Critical Questions in STEM Education. Contemporary Trends and Issues in Science Education, vol 51. Springer, Cham. https://doi.org/10.1007/978-3-030-57646-2_9
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DOI: https://doi.org/10.1007/978-3-030-57646-2_9
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