ERIC Number: EJ1348178
Record Type: Journal
Publication Date: 2022
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1526-2367
EISSN: EISSN-1557-5284
Are You a STEM Teacher?: Exploring PK-12 Teachers' Conceptions of STEM Education
Journal of STEM Education: Innovations and Research, v23 n2 p23-29 Apr-Jun 2022
This study explores teachers' conceptions of STEM education at the beginning of an online graduate course for practicing PK-12 teachers (n=20). A grounded theory approach was used to analyze open-ended survey data and concept maps. Teachers in the study interpreted STEM teaching from either a disciplinary or an integrated perspective. Their conceptions of STEM education within their concept maps fell into one or more of six categories: (1) utilitarian; (2) acquisition of disciplinary knowledge; (3) activities and resources; (4) access to meaningful problem-solving experiences; (5) advocacy for systemic change; and (6) buzzwords. This study reveals the complexity of teachers' conceptions of STEM education as they prepare to integrate STEM in their classrooms. The use of concept maps as a formative assessment can better position teacher educators and professional developers to move teachers toward a more sustainable integrated perspective of STEM teaching.
Descriptors: STEM Education, Elementary School Teachers, Secondary School Teachers, Elementary Secondary Education, Teacher Attitudes, Concept Mapping, Mathematics Teachers, Science Teachers
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A