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.
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Appendix
Appendix
Preservice Teacher STEM Education Survey.
Below we provided the front and back pages (Figs. 3, 4) of the STEM survey we utilized during the course of this study, with all prompts and questions. Immediately below is the front page (Fig. 3).
Below is the back page of the STEM survey utilized during this study (Fig. 4).
The front page of the survey given to the preservice teacher participants
The back page of the survey given to the preservice teacher participants
Table 9 represents a breakdown by teacher experience and visualization type, showing percentages of visualization types by group as well as total participants.
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Radloff, J., Guzey, S. Investigating Preservice STEM Teacher Conceptions of STEM Education. J Sci Educ Technol 25, 759–774 (2016). https://doi.org/10.1007/s10956-016-9633-5
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DOI: https://doi.org/10.1007/s10956-016-9633-5