The effects of a STEM approach on Pre-service elementary teachers’ subject matter knowledge about sound

Abstract

Background: STEM education has been in focus in recent years given its innumerable potential for developing diverse skills and encouraging the pursuit of careers in the STEM areas. In this way, since initial training, it is crucial to create conditions for preservice teachers (PSTs) in STEM experiences that encourage the development of their subject matter knowledge (SMK). Objectives: This study aims to examine the effects of STEM activities centred on inquiry-based learning on PSTs' SMK about sound phenomena and concepts. Design: This is a qualitative and interpretative study. Setting and Participants: The participants are nine preservice teachers studying in a Portuguese higher education institution. Data collection and analysis: Two data collection methods were used: (i) students' productions developed through six STEM activities that included sound-related concepts, such as sound vibration, wave, transmission, velocity, and loudness and (ii) field notes. To analyse the data, we used an inductive strategy of content analysis. Results: Results revealed that the preservice teachers initially misconceived sound and had their subject matter knowledge improved after the activities. Conclusions: STEM approach favoured an active involvement of PSTs in their learning, connecting contents to real-life situations.

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