Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans

Kim, Dong-Ryeul; Bolger, Molly S.

doi:10.1007/s10763-015-9709-3

Cited by 89 publications

(79 citation statements)

References 29 publications

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“…Bununla beraber, çalışmalar incelendiğinde FeTeMM bütünleştirilmiş eğitimiyle ilgili yürütülen çalışmaların çoğunlukla fen bilgisi, kimya ve matematik öğretmen adaylarıyla yürütüldüğü görülmektedir. Bu durum dikkate alındığında Fen Bilgisi, Matematik, Türkçe gibi dersleri öğretmekle yükümlü sınıf öğretmeni adaylarıyla yürütülen çalışmaların sayısının sınırlı sayıda olduğu görülmektedir (Adams, Miller, Saul ve Pegg, 2014;Hacıömeroğlu & Bulut, 2016;Kim & Bolger, 2017).…”

Section: Introductionunclassified

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Hacıömeroğlu¹

2018

IOJES

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This study aims at examining elementary pre-service teachers' integrative STEM intentions. In this quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled in two public universities. Results of the study revealed that pre-service teachers' integrative STEM intentions were positive in general. In addition, regarding knowledge, attitude, value, subjective norm, perceived behavioral control, and behavioral intention, elementary pre-service teachers seemed to hold positive views for integrative STEM teaching. Findings of this study showed that there was no significant difference between pre-service teachers' scores on knowledge, attitude, value, perceived behavioral control, and behavioral intention regarding gender. However, there was a significant difference between pre-service teachers' scores on subjective norm regarding gender. In the same way, there was a significant difference between pre-service teachers' scores on perceived behavioral control and behavioral intention regarding the years spent in the program. However, there was no significant difference between pre-service teachers' scores on knowledge, attitude, value and subjective norm regarding the years spent in the program. Moreover, there was a significant difference between pre-service teachers' scores on knowledge regarding school variable.© 2018 IOJES. All rights reserved Keywords:1 Elementary pre-service teacher, STEM teaching, intention Extended SummaryResearch studies conducted with pre-service teachers focusing on integrative approaches in STEM teaching has been increasing over the years (Corlu, 2014;Corlu, Capraro & Çorlu, 2015, Lin & Willams, 2016. Among these research studies, pre-service teachers' perceptions of STEM education have been examined for different subjects such as science, mathematics, and chemistry. Therefore, research studies are suggesting the need for measuring elementary pre-service teachers' intentions for integrative STEM teaching. This current study aimed to examine elementary pre-service teachers' integrative STEM teaching Intentions. MethodIn this quantitative study, survey method was utilized to examine elementary pre-service teachers' integrative STEM teaching intentions. For this reason, data were gathered from 401 pre-service teachers who were majoring in elementary teacher education program at two public universities. Data were collected from third and fourth year pre-service teachers. The sample consists of 95 male and 306 female pre-service teachers. Elementary pre-service teachers' scores on integrative STEM intentions questionnaire were analyzed by using descriptive and inferential statistics. Independent t-tests were performed to investigate whether or not there is a significant difference between integrative STEM intentions questionnaire scores of the pre-service teachers regarding gender, years spent in the program, and school.

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Section: Introductionunclassified

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Hacıömeroğlu¹

2018

IOJES

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“…At some countries, such as Korea, STEAM education is a major educational policy since 2011 (Kim & Bolger, 2017). Although STEAM education holds considerable promise, it presents additional challenges for teachers and curriculum designers in ensuring that the respective disciplines are given adequate coverage and are meaningfully and effectively linked (English, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teacher confidence and willingness to implement a STEM or STEAM program in which two or more of the disciplines are integrated are essential, as well as curriculum resources to facilitate such implementation. Kim and Bolger (2017) sustain the creation of a curriculum that integrates STEAM, being crucial to involve teachers into interdisciplinary lessons adequate to this approach.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To better prepare students for real life challenges there is a growing call to promote interdisciplinary, namely introducing STEAM by adding Arts to STEM (Fitzallen, 2015;Kim & Bolger, 2017). Heritage is a very important part of our real-world, namely UNESCO (United Nations Educational, Scientific and Cultural Organization) World Heritage, such as the Taj Mahal (India), Pergamo (Turkey) and Belem Tower (Portugal), just to name a few.…”

Section: Introductionmentioning

confidence: 99%

“…The literature is full of research diagnosing problems about implementing STEM with efficacy, especially at the primary school level. Even more difficult is to integrate Arts with STEM, because it is not easy to have enough knowledge to work all these subjects together (English, 2017;Kim & Bolger, 2017). Recommendations to overcome these difficulties have to do with teachers' Continuous Professional Development (CPD), being crucial to support them, by developing hands-on experiments, being necessary to accompany them in class, to promote Content and Pedagogical Knowledge (Shulman, 1986), that may conduct to the innovation and sustainability of their practices (Zehetmeier & Krainer, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Promoting STEAMH at primary school: a collaborative interdisciplinary project

Costa

Domingos²

2017

PROSOC

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There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools.

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Professional development for STEM educators: A bibliometric analysis of the recent progress

Ahmed

Zhang

et al. 2023

Review of Education

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STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education.

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Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans

Cited by 89 publications

References 29 publications

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Promoting STEAMH at primary school: a collaborative interdisciplinary project

Professional development for STEM educators: A bibliometric analysis of the recent progress

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