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An authentic, interdisciplinary, research and problem-based integrated science, technology, engineering, and mathematics (STEM) project may be ideal for encouraging scientific inquiry and developing teamwork among undergraduate students, but it also presents challenges. The authors describe how two interdisciplinary teams (n=6) of undergraduate college students built integrated STEM projects in a research based internship setting, and then collaboratively brought the project to fruition to include designing lessons and activities shared with K-12 students in a classroom setting. Each three person undergraduate team consisted of two STEM majors and one Education major. The Education majors are a special focus for this study. Interviews, field observations, and lesson plan artifacts collected from the undergraduate college students were analyzed according to authenticity factors, the authentic scientific inquiry instrument, and an integrated STEM instrument. The authors highlight areas of strength and weakness for both teams and explore how preservice teachers contributed to integrated STEM products and lessons. Teacher educators might apply recommendations for teacher preparation and professional development when facilitating authentic scientific inquiry and integrated STEM topics with both STEM and non-STEM educators. Undergraduate college students were challenged to fully integrate the STEM disciplines, transitions between them, and the spaces between them where multiple disciplines existed. By describing the challenges of integrating the spaces between STEM, the authors offer a description of the undergraduate college students’ experiences in an effort to expand the common message beyond a flat approach of try this activity because it works, to a more robust message of try this type of engagement and purposefully organize for maximum results.
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The Design of a Course to Train STEM Pre-Service Teachers (Work-in-progress)
In pre-college levels, integrated science, technology, engineering, and mathematics (STEM) are often taught by science or mathematics teachers. These teachers lack the engineering and technology background and they do not necessarily use project-based and inquiry-oriented instructional strategies. To close the gap in the qualified STEM education teacher workforce, the authors developed and piloted a novel course to train preservice STEM teachers to effectively employ project-based and inquiry-oriented teaching strategies at pre-college levels. This 3-credit research and design experience course was piloted in the Spring 2023 semester. The preservice STEM teachers, enrolled in the course, engaged in hands-on activities, engineering project-based training, inquiry-based learning techniques through research training, makerspace training, field experience, and mentorship. The course comprised two parts. In part I, the students received research training. In part II, the students engaged in engineering design and makerspace professional development. In this paper, we report on the course design elements and the impact of the course activities on students’ self-efficacy in teaching STEM subjects using emerging technology, as well as their teaching approaches and understanding of student learning. The authors conducted a mixed methods study and collected both qualitative and quantitative data. Preliminary results of the multiyear study are presented. Initial findings indicate a heightened confidence of the students in their ability to deliver STEM content in secondary classrooms. Students improved their teaching approaches and reported positive experiences with the course.
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- Award ID(s):
- 2215770
- PAR ID:
- 10544249
- Publisher / Repository:
- ASEE
- Date Published:
- Subject(s) / Keyword(s):
- K-12 Engineering Education pre-service teachers Project-based learning Engineering design
- Format(s):
- Medium: X
- Location:
- Portland, Oregon, USA
- Sponsoring Org:
- National Science Foundation
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