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Journal of Science Education and Technology
Erschienen in: Journal of Science Education and Technology 5/2016

14.07.2016

Investigating Preservice STEM Teacher Conceptions of STEM Education

verfasst von: Jeff Radloff, Selcen Guzey

Erschienen in: Journal of Science Education and Technology | Ausgabe 5/2016

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Abstract

Surrounding the national emphasis on improving STEM education, effective STEM educators are required. Connected, yet often overlooked, is the need for effective preservice STEM teaching instruction for incoming educators. At a basic level, preservice STEM teacher education should include STEM content, pedagogy, and conceptualization. However, the literature suggests no leading conception of STEM education, and little is known about how preservice STEM teachers are conceptualizing STEM education. In order to explore preservice STEM teacher conceptions of STEM education, preservice teachers at a large, Midwestern research university were given an open-ended survey eliciting both textual and visual responses. Here, we report and discuss the results of employing this instrument in relation with the current STEM conceptualization literature.
Vorheriger Artikel Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom
Nächster Artikel Flipped Instruction in a High School Science Classroom

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Metadaten
Titel
Investigating Preservice STEM Teacher Conceptions of STEM Education
verfasst von
Jeff Radloff
Selcen Guzey
Publikationsdatum
14.07.2016
Verlag
Springer Netherlands
Erschienen in
Journal of Science Education and Technology / Ausgabe 5/2016
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-016-9633-5

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