More Like this

1. Territorializing routines of action in the science classroom: Preservice Teachers Using Engineering and Culturally Sustaining Pedagogies in Elementary Grades

   Vazquez_Dominguez, Max; Cardozo_Gaibisso, Lourdes; Buxton, Cory; Harman, Ruth (April 2024, American Educational Research Association)

   na (Ed.)

   As part of Next Generation of Science Standards (NGSS), in-service and pre-service teachers must become familiar with and learn to plan and implement engineering activities using one of the available engineering design models. In addition, pre-service teachers must teach this content to a growing multilingual students in elementary grades in the US. In this presentation, we describe how pre-service teachers use a modified 7-step engineering model to teach about sound to a group of rising 4th grade emergent bilingual students in a summer program in English and Spanish. Using the process of territorialization from assemblage theory, we explore how three pre-service teachers implemented engineering activities using culturally and linguistically sustaining pedagogies. We conclude with a series of recommendations to facilitate the process of territorialization for pre-service teachers in science/engineering education. 

   more » « less
2. Preparing Pre-Service Teachers in Engineering Design Integrated Science Teaching: A Systematic Review

   https://doi.org/10.1007/s10956-025-10247-8  

   Ojeogwu, John; Mumba, Frackson (February 2026, Journal of Science Education and Technology)

   Abstract Although current science education reforms call for integration of engineering design into science teaching, many science teachers have no preparation in engineering. To address this problem, science teacher education programs have started preparing pre-service teachers (PSTs) in engineering design integrated science (EDIS) teaching. However, little is known about the structure of interventions and tasks for learning that are being used to prepare PSTs in EDIS teaching. We systematically examined the extant research studies on preparing PSTs in EDIS teaching for variations in their structures and tasks for learning and outcomes using a framework highlighting key structural and task-related components for preparing PSTs to teach science using the engineering design process. We also sought to consider in what ways those findings can inform future teacher preparation and research. Results show that most interventions were integrated into science teaching method courses and in field experiences. The longer intervention durations appeared to lead to better outcomes. Most studies reported PSTs’ increased understanding of the engineering design process, EDIS instructional planning, and self-efficacy for teaching engineering. However, some tasks for learning, such as providing PSTs with tools to evaluate EDIS instruction and its influence on student learning, supporting PSTs in examining their beliefs about EDIS teaching, and providing PSTs with an understanding of how to teach engineering design in diverse classrooms, were understudied in the studies reviewed. The findings have implications for science teacher preparation, science and engineering teaching and learning, and future research. 

   more » « less
3. Quest: Human Learning - A Framework for Incorporating Generative-AI Teaching and Learning Instruction in STEM Pre-Service Teacher Preparation (Evaluation). Paper presented at the 2025 ASEE Annual Conference & Exposition, Montreal, Canada.

   Liebe, C; Schill, S; Smith, CE; Ahammed_Ovi, J (June 2025, 2025 ASEE Annual Conference & Exposition)

   Generative Artificial Intelligence (GenAI) offers tools to transform K-12 science, engineering, technology, and mathematics (STEM) education. Pre-service teachers are in a prime position to learn about and engage with this emergent technology, preparing them to enter the workforce with knowledge on how GenAI can impact K-12 learning outcomes. This paper examines the implementation of GenAI teaching and learning instruction in a computer science (CS) pre-service teacher preparation program at a small engineering-focused R1 institution. Applying the Quest: Human Learning model, pre-service teachers learned prompt engineering and tested AI output. Quest stands for Question + Test. The pre-service teachers attended the Teach@Mines K-12 STEM teacher preparation program. Teach@Mines offers pathways for undergraduate and graduate students to obtain licensure for teaching in K-12 science, math, and computer science. Students were both undergraduates and graduates. Given the recent advances in GenAI, Teach@Mines asks STEM students to develop innovative future-oriented STEM curriculum and instruction focused on the future of human and GenAI interaction. This paper uses a case study approach to review curriculum and student artifacts related to GenAI teaching and learning instruction using new AI Education model, Quest: Human Learning (QHL). Case study examples of CS pre-service teachers evaluating, developing, creating, and testing AI-assisted curriculum provide insight into how the QHL model can be applied for other STEM disciplines and pre-service teacher education broadly. Teach@Mines’ implementation of GenAI teaching and learning education in pre-service teacher education empowers future K-12 educators to thoughtfully and responsibly integrate GenAI into the classroom to enhance learning experiences, support diverse learners, and prepare K-12 students for the future. As GenAI advances, applying the QHL model with a focus on teaching future generations provides a novel pathway for STEM majors to reconnect with and define human talents and abilities to solve human problems and develop technological solutions. 

   more » « less
4. Developing pre-service elementary teacher’s computational thinking knowledge through coding and mathematics pedagogy

   Gleasman, Cory; Kim, ChanMin (January 2020, Research highlights in technology and teacher education 2020)

   Gibson, D. C.; Ochoa, M. N.; Christensen, R.; Cohen, J.; Crawford, D.; Graziano, K.; Langran, E.; Langub, L.; Rutledge, D.; Voogt, J. (Ed.)

   As computer science education standards are disseminated to K-12 school districts nationally, teacher education programs are left with the challenge of ensuring pre-service teachers are prepared to enter their first classroom with the skills and knowledge necessary to align instruction with the new standards. This paper examines the use of a learning intervention called “Block-Based Coding and Computational Thinking for Conceptual Mathematics” (B2C3Math) that aimed to help pre-service teachers majoring in early childhood and elementary education learn and apply computational thinking concepts to their elementary mathematics teaching. Ten pre-service teachers all at the same stage in their teacher preparation program participated in this convergent mixed-methods study. A focus of the research was placed on how participant’s computational thinking knowledge changed following the implementation of B2C3Math. Findings suggest that there were changes in the participants’ views of computational thinking application to elementary mathematics teaching following the implementation of B2C3Math. Implications for research and instructional practices using B2C3Math for teacher education are discussed. 

   more » « less
5. Integrating Generative AI in Teacher Education: Pre-Service Teachers’ Perspectives, Attitudes, and Design Challenges

   https://doi.org/10.1080/02568543.2025.2581712  

   Yadav, Aman; Lachney, Michael; Hu, Amber; Tavernier, Lyle (December 2025, Journal of Research in Childhood Education)

   As generative AI (GenAI) becomes an integral component of the socio-technical landscape in teaching and learning, it is crucial for teacher education programs to prepare pre service teachers to assess its affordances and limitations. However, research on pre-service teachers’ attitudes toward GenAI is still emerging. Understanding these perspectives is essential for informing teacher education programs about where pre-service teachers stand and how to advance their AI literacy. This article explores pre-service teachers’ understanding and application of GenAI for their envisioned future classrooms. We collected data from pre-service teachers at a Midwestern United States public university, analyzing 17 survey responses quantitatively and conducting qualitative analyses of eight interviews and two lesson design challenge case studies. Our findings indicate that pre-service teachers generally held positive views about GenAI, particularly in terms of its potential for lesson planning, resource creation, and reducing workload. However, they expressed concerns about students’ over-reliance on AI, which they thought could potentially undermine teacher-student interactions. Furthermore, the study found that pre-service teachers identified limitations while using ChatGPT for lesson design and recognized its shortcomings, especially when they had strong content knowledge. 

   more » « less