ERIC Number: EJ1426134
Record Type: Journal
Publication Date: 2024
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Using Concept Maps to Analyze Educators' Conceptions of STEM Education
Jennifer R. Simons
Teacher Educators' Journal, v17 p179-204 2024
This study analyzes educators' conceptions of STEM education at the beginning of an online graduate course for in-service teachers. It offers a qualitative thematic analysis of educators' initial conception of STEM education and their roles as STEM educators through the use of concept maps and reflection statements. Conceptions of STEM varied greatly across the sample and fell into seven categories: (a) utilitarian, (b) acquisition of disciplinary knowledge, (c) activities and resources, (d) meaningful problem-solving experiences, (e) advocacy for systemic change, (f) buzzwords, and (g) educator's role in STEM teaching and learning. This study reveals the complexity of educators' ideas of STEM and educator roles within STEM education. Using concept maps as formative assessments can better position teacher educators to provide structured reflection space for educators while aligning coursework and resources to better meet educators' varied needs.
Descriptors: Concept Mapping, Teacher Attitudes, STEM Education, Graduate School Faculty, Online Courses, Teacher Role, Reflection, Problem Solving, Advocacy, Educational Change, Formative Evaluation, STEM Careers
Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A