Improving pre-service teachers’ conceptions of STEM education
DOI:
https://doi.org/10.35362/rie8714538Keywords:
conceptualization; educational model; intercultural education; didactics; teacher training; STEMAbstract
The growing interest in the STEM acronym has resulted in diverse conceptualizations coexisting which challenge its understanding. As long as this acronym –recently defined as an educational approach– is intended to produce progress in science education, there is a need to improve teachers' understanding of its meaning. This study presents a professional development program that aims at such an endeavor and presents the results of its implementation with Costa Rican pre-service science teachers. A myriad of different conceptualizations have been identified, resulting in a total of six different STEM models ranging from the simplest (e.g., STEM as a mere acronym) to more developed models consistent with current definitions (e.g., STEM as the curricular integration of four disciplines). The intervention has led to progress in abandoning simplistic conceptualizations. However, difficulties have been identified in developing conceptualizations consistent with current views of STEM education, raising questions about the appropriateness of an integrated STEM approach.
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