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Preservice Mathematics and Science Teachers in AN Integrated Teacher Preparation Program for Grades 7-12: a 3-YEAR Study of Attitudes and Perceptions Related to Integration
Abstract
The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7–12 that integrates
mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration
of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of
the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related
to “mathematics, science, and technology education integration.” Principal components and internal consistency reliability
analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended,
free-response written question, “What does the integration of mathematics, science, and technology education mean to you?”
Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were
computed to identify pretest–posttest differences for the value and difficulty scales, identified by the principal components
analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended
question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration—they
clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant
change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice
teachers perceived integration to be more difficult and identified barriers and challenges—demonstrating a more realistic,
practical, and cautious approach to the integration of mathematics, science, and technology education.
... First-through third-grade elementary teachers analyzed the 2013 curriculum, and fifththrough sixth-grade teachers analyzed the KTSP curriculum. To measure teachers' perceptions before and after training, they were asked to fill out of STEM Semantic Survey (SSS), selected from Berlin and White [9] and Tyler-Wood, Knezek, and Christensen [10]. The SSS consisted of 35 semantic pairs. ...
... The impact of training on teachers was assessed through the SSS questionnaire that teachers completed before and after training. The method of analyzing teacher perceptions of disciplines and STEM careers was adapted from Berlin and White [9]. It was scored 5, 4, 3, 2, and 1 for positively directed word pairs (e.g. ...
... The results of this study support Berlin and White's [9] study conducted within a unique integrated teacher education program that integrated mathematics, science and technology, which showed changes in teachers' perceptions before and after the program, and suggested integrative activities. Somehow, the processes of perception changes were took from different implementation method. ...
Recently in America, Europe and Asia, STEM education has been viewed as an educational reform that answers 21st-century demands in an era of productive technology and information that trigger economic, political and demographic changes around the world. As a developing country, Indonesia is called upon to deal with these demands by developing qualified human resources through educational reform. STEM education is one of the strategies for achieving this goal. Finding possibilities for the integration of STEM in the science and math curriculum through teacher training programs is the first step in this implementation, whether or not STEM education can actually be included. This study took place in a school that uses two curricula (KTSP and the 2013 national curriculum). Results of an investigation of teachers’ perceptions showed that the 2013 national curriculum was more appropriate for the inclusion of STEM education than the KTSP curriculum. The impact of training on teachers’ perceptions was shown by significant differences before and after training.
... When the literature is reviewed, it is observed the STEM education focuses on the success of the students (Biçer et al., 2015;Ceylan, 2014;Irkıçatal, 2016;Öner & Capraro, 2016;Yıldırım & Altun, 2015), the training of the teacher and the teachers' opinions in this field (Autenrieth, 2017;Hacıoğlu et al., 2016;Han et al., 2015;Jho et al., 2016;Weber et al., 2013;Wilson, 2013), the professional development of prospective teachers and their perspectives on this field (Aslan-Tutak et al., 2017;Gupta, 2015;Kızılay, 2016;Marulcu & Sungur, 2012;Sungur-Gül & Marulcu, 2014;Özçakır-Sümen & Çalışıcı, 2016), the career awareness of the students (Quagliata, 2015;Christensen & Knezek, 2017), the attitudes of the students (Dubriwny et al., 2016;Gülhan & Şahin, 2016;Yamak et al., 2014), scale development and adaptation Berlin & White 2010;Derin et al., 2017;Faber et al., 2013;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016;Oh et al., 2012;Sjaastad, 2012;Tyler-Wood et al., 2010). ...
... Recently, some studies have been conducted in the international literature to measure the attitudes of teachers, prospective teachers and students towards STEM education (Berlin & White 2010;Faber et al., 2013;Oh et al., 2012;Sjaastad, 2012;Tyler-Wood et al., 2010). However, in our country, mostly these scales that are internationally developed, are adapted Derin et al., 2017;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016). ...
... For the scale to be developed in order to determine the attitudes of secondary school students towards the STEM, firstly, studies on all attitude scales in national and international fields in the field of literature, science, mathematics, engineering, and technology were examined (Berlin & White 2010;Faber et al, 2013;Guzey, Harwell & Moore, 2014;Mahoney, 2010;Lin & Williams, 2015;Oh vet al., 2012;Sjaastad, 2012;Tyler-Wood et al., 2010;Aydın et al., 2017;Derin et al., 2017;Gülhan & Şahin, 2016;Hacıömeroğlu & Bulut, 2016;Yıldırım & Selvi, 2015;Yılmaz et al., 2017). Attitudes statements used in these studies are discussed in detail. ...
The aim of this study is to develop a valid and reliable attitude scale that could measure secondary school students' attitudes towards the Science-Technology-Engineering and Mathematics (STEM). This study was conducted in 2017-2018 academic year with 2500 secondary school students studying in the 5th, 6th, 7th and 8th grades from fifteen (15) different secondary schools in ten different (10) provinces of seven (7) different regions of Turkey. The study is designed according to the scanning method which is a descriptive research method. When determining the sample of the research, stratified sampling method was taken into consideration. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the validity of the scale structure. KMO in EFA .919, and the Barlett’s test χ2 value was found as 26236,010 (p <.001). As a result of CFA to determine the model fit of the scale, chi-square fit value of the factor structure consisting of 33 items and 6 sub-factors (χ ² = 4083.21, Sd = 480, p = 00) was found to be significant and the following was found RMSEA: .0548, RMR: .0486, SRMR: .0486, GFI: .902, AGFI: .885, IFI: .902, NFI: .890, NNFI: .892 and CFI: .902. Since all fit values are within acceptable limits, it is concluded that the six-factor structure of scale is a usable, valid model. Internal consistency and test-retest reliability analyzes were performed to determine the reliability of the scale. As a result, the Cronbach Alpha (α) internal consistency reliability value of the scale was found as 0.887 and the test-retest reliability value was found as 0.804. Based on this, the scale can be said to be highly reliable. It is concluded that the scale consisting of 33 items and six factors is a valid and reliable tool which determines middle school students’ attitudes toward STEM. © 2019 International Journal of Education in Mathematics, Science and Technology. All rights reserved.
... Bu artışın bu denli olmasının temel sebebi Amerikan hükümetinin STEM eğitimini teşvik etmek için stratejiler geliştirmesi ve bu eğitim yaklaşımının araştırılması ve geliştirilmesi için ciddi manada maddi fon ayırması gibi nedenlerdir [1,2]. Ayrıca Amerika'da, matematik, fen ve teknoloji eğitimine rehberlik eden mevcut kurumlar öğrencilerin fen, teknoloji, mühendislik ve matematik (STEM) disiplinleri hakkındaki tutumlarını ve başarılarını geliştirmek için bu alanlar arsındaki ilişkiyi tavsiye etmektedirler [5]. ...
... Bu çalışmalarda ortaya konan raporlara göre entegre eğitim yaklaşımı öğretmen eğitimleri ve hizmet içi eğitimler için bir ihtiyaçtır. Bu sayede öğretmenler entegre eğitim modelini kendi sınıflarında uygulayabileceklerdir [5]. Çünkü yapılan bazı çalışmalar öğretmenlerin entegre eğitim yaklaşımı olan STEM eğitim yaklaşımını sınıflarında disiplinler arası ilişkiden uzak bir şekilde düz anlatımla sergilemekte ve bu yaklaşımın özüne maalesef vakıf olamadıklarını göstermiştir [1]. ...
... Öğretmenlerin sadece kendi branşlarında uzman olmaları iyi bir öğretmenlik için yetmemekte, kendi branşlarına yakın diğer branşlar hakkında da bilgi sahibi olmaları gerekmektedir [7]. Entegre eğitim yaklaşımları geleceğin öğretmenlerinin pedogojik bilgilerini masaya yatırıp daha verimli, işbirlikli gruplar oluşturmaları yönünde öğretmenleri teşvik etmektedir [5]. ...
... Recently, technology education has been viewed as an important curricular area as well as a bridge to connect science and mathematics [7]. Digital technology has the potential to improve learning processes and therefore its integration in classroom is desirable, being advocated by many curriculum guidelines ( [8], [9], [10]). ...
... In this respect, several studies (e.g. [6], [7]) suggest introducing pre-service teachers to curriculum integration during their teacher education programs, for example by engaging them in developing STEAM lesson plans as course work, in order to improve teacher effectiveness and confidence. Despite the benefits of engaging prospective teachers in STEAM lesson planning within the teacher education courses, this is a challenging activity as most of teachers are unsure of the extent that individual topics would easily integrate within their lesson plans [5]. ...
... They also recognized other important transversal issues in teaching, such as the need for careful planning. In this way, their participation in the project seem to be beneficial, creating them opportunities to be successful in implementing STEM integrative approach in their future practices, meeting the potential of these initiatives also claimed by other authors ([6], [7]). ...
... The Turkish adaptation and development studies of the 20-item scale developed by Berlin and White (2010) were conducted by Derin et al. (2017) in order to measure the attitudes of adults studying science and mathematics education towards STEM education. The original scale, which is of the Osgood type, consists of two dimensions: Meaningfulness and Feasibility. ...
... The original scale, which is of the Osgood type, consists of two dimensions: Meaningfulness and Feasibility. The Osgood scale is a type of scale developed by Osgood et al. (1957) that is sensitive to complex perceptions and attitudes, saves time, is easy to understand, and can be scored (Berlin & White, 2010). In such scales, participants mark the part they feel closest to in the spaces between two antonyms (Derin et al., 2017). ...
This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyzes carried out, It has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.
... Studies have confirmed that the integration of mathematics in electronic engineering is one of the most effective tools in learning electronics-related courses (Berlin & White, 2010;Jones, 2009;Tuminaro, 2004;Zhou, 2007). Despite the importance of mathematics to the learning of science-related courses, it is unfortunate that many engineering students have a personal bias against mathematics that affects their ability to achieve better results in their major and minor courses. ...
... This, according to Redish and Kuo (2015) and Tuminaro (2004), has led to a high failure rate among university electronic engineering students. Other factors that contribute to their inability to recognize, apply and integrate mathematical ideas into their learning in electronics engineering courses, in particular physical electronics, are poor methodology inherited from their lecture rooms, and lack of interdisciplinary integrative knowledge among many other (Berlin & White, 2010;Willcox & Bounacox, 2004). ...
The limited knowledge of mathematical ideas and the high dropout rate of students in the schools of engineering throughout the country each year is alarming. One of the reasons attributed to this high failure rate is the students’ inability to integrate and apply the main mathematics constructs covered in the engineering courses. In this regard, this paper takes as its point of departure that the integration of mathematical concepts in engineering courses is unavoidable, particularly, in physical electronics. It gives credence to the objectives of engineering courses, that students should be able to interpret mathematics during design, apply appropriate technology to solve natural and man-made problems, evaluate engineering solutions, and appreciate a broad spectrum of knowledge. It thus argues for the use of a practical pedagogical multidisciplinary integrative model in the learning and teaching of engineering courses. The focus of the paper is on electronic engineering students’ knowledge of the mathematical ideas adopted and how the students blend and integrate advanced mathematics into their learning of physical electronics in a basic electronics course. The participants report that certain strategies are adopted when integrating mathematical concepts into the teaching and learning of physical electronics. These include Identification of the problem, selection of appropriate mathematical ideas, the analysis of the problem mathematics concepts, recognizing the degree of the mathematics concepts usage during integration, memorization method and the final result of interdisciplinary integration. This study was carried out using a qualitative approach of data collection in order to report a naturalistic view of the 15 electronics engineering students learning physical electronics as a course.
... STEM-focused activities developed by preschool teacher candidates were evaluated in the research, and at the beginning and end of the academic term to determine their attitudes towards STEM "the STEM Education Attitude Scale" was implemented. The attitude scale which was originally developed by Berlin and White (2010) was adapted to Turkish by Derin, Aydın, and Kırkıç (2017). ...
... However, it should be remembered that a long time is required for the change in attitude. As a matter of fact, Berlin and White (2010) stated that the attitudes of teacher candidates started to change positively only after three years in their studies on STEM integration with their teacher candidates. Al Salami, Makela, and Miranda (2017) reported that the 12-15 week education they provided to teachers did not cause a change in their attitudes towards STEM. ...
This study aimed to determine preschool teacher candidates’ ability to design Science, Technology, Engineering and Mathematics (STEM)-focused activities and their attitudes towards STEM. The research method of the study was determined as a case study. The study was carried out with 35 preschool teacher candidates in the 3rd grade of the Preschool Education program. In the study, it was seen that the preschool teacher candidates had prepared the STEM activities at the end of the 14-week STEM education given to them, and they were able to design a sufficient level of activity. In addition, it is seen that the 14-week training provided has a positive effect on their attitudes towards STEM. However, this period is not sufficient to develop attitudes. Therefore, it can be suggested to examine attitudes towards STEM in longer periods. Keywords: ability to design STEM-focused activities, attitude towards STEM, preschool teacher candidates, STEM-focused activity, STEM education
... The literature suggests that effective and integrated science and mathematics education could help improve preservice teacher education (Czerniak & Johnson, 2014), and provide opportunities for less fragmented knowledge and more relevant and stimulating learning experiences (Frykholm & Glasson, 2005). It is known that PSTs value integration (Berlin & White, 2010;Koirala & Bowman, 2003). However, to achieve successful integration in their practices, PSTs must experience integrated methods in their teacher education courses (Koirala & Bowman, 2003;McHugh et al. 2018). ...
... Institutions are frequently divided into distinct departments or academic fields (Mason, 1996), which results in science teachers still being trained and certified to teach separate disciplines (Lederman & Lederman, 2013;You, 2017), a common problem in mathematics teacher education. Other barriers to integration are PSTs' perceptions of the difficulties and challenges of integration (Berlin & White, 2010), and confidence about teaching mathematics and science (Baxter et al. 2014;Weinberg & McMeeking, 2017). Tension and difficulties that can arise in the integration of certain topics (Koirala & Bowman, 2003), difficulties regarding content knowledge (Frykholm & Glasson, 2005;You, 2017) and weak content knowledge integration (You, 2017) are relevant aspects that can condition integration. ...
Integration is an important, albeit difficult, goal of science and mathematics education. This paper presents a framework and a research design proposal to identify preservice teachers’ (PSTs) integration performance of science and mathematics (IPoSM). It also presents the classification of PSTs’ level of integration in each phase of a problem-based learning (PBL) activity, within the proposed framework, and evidence of their work. The framework is organized in three levels of integration, based on current research, and detailed with specific integration indicators about an exemplary PBL activity, named STEM Bees. This PBL activity was structured as a research problem divided into two integrated problems. A qualitative methodology was used, focused on the application of the framework to the work of PSTs in that PBL activity. The final participants were 13 PSTs, organized in four working groups. In general, results show that PSTs’ integration performance was higher with the second problem than with the first problem. However, full integration with meaningful connections between science and mathematics ideas was achieved by almost all PST at the conclusion of the research problem. The IPoSM framework indicators proved to be useful for identifying the level of integration of science and mathematics in PSTs’ work in each phase of the PBL activity. Keeping the IPoSM framework in mind, teacher educators could elaborate more effective problem-based integrated approaches of science and mathematics in initial teacher education.
... To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale', which was developed by Berlin and White (2010) and adapted to Turkish by Derin, Aydın and Kırkıç (2017), was used. The 32-item scale has the Osgood-type scale structure and consists of two subdimensions: 'meaningfulness' and 'feasibility'. ...
... The Osgood-type scale can measure attitudes and tendencies that are meant to be measured organizing the semantic differences of words excellently in a simple, understandable and time-saving way (Berlin & White, 2010). On this scale type, participants choose the word that feels closer to them from two antonyms (for example: boring __: __: __: __: __ exciting) (Erkuş, 2012). ...
The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the '21st Century Skills and Competences Scale' was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale'was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.
... Since initial teacher training is usually more discipline-focused, there have been very few empirical studies on the professional development of preservice integrative STEM teachers (Brown, 2012), particularly for teaching more than two disciplines other than science and mathematics. Berlin and White (2010) presented how different components of a master of education program could integrate the four disciplines in teaching. The program reinforced content knowledge and pedagogy of integrative STEM teaching. ...
... The learning activities of this teacher preparation course included common examples found in K-12 classrooms (Berlin and White, 2010). They were designed according to the model of high quality STEM education programs for schools (Kennedy and Odell, 2014). ...
Developing students’ literacy in Science, Technology, Engineering, and Mathematics (STEM) has been a major education issue since the 1990s. STEM education aims to support students to make informed decisions on social issues and become global citizens. In contrast with the interdisciplinary nature of STEM, initial teacher training usually focuses on teaching discrete subject disciplines. Novice teachers may also lack the relevant training in design and engineering to foster the practices in the classrooms. This article reports an initiative of preparing 25 pre-service teachers for integrative STEM teaching. The 24-h course combined the learning of design concepts and teaching inquiry within teaching the science content. Lesson activities of STEM classrooms engaged the novice teachers as “students”; and then they were prompted to reflect metacognitively on how they could support the “students” as teachers. Results from the questionnaires and focus group interviews indicated the importance of engaging the novices both as learners and future teachers of STEM education.
... It was used to facilitate the development of the instructional unit and strategy to integrate science and mathematics teaching based on lifeskills applications. Two lines of scholarly thought informed this framework: the studies that aim to integrate science and mathematics (Al-Mooji, 2000;Berlin & White, 2010;Bosse et al., 2010;Hassanein, 2003;Kurt & Pehlivan, 2013;Lee et al., 2013;Slough & Chamblee, 2007) and the studies that aim to employ life applications as a basis for the design of educational activities (Al-Qahtani & Abdul Hamid, 2010;Al-Rabani, 2011;Al-Shahat et al., 2012;Bouck, 2010;Fuchs et al., 2006;Hamada, 2012;Kliman, Mokros & Parkes, 2001;Mohammed, 2006;Mohammed, 2012). Given the framework developed around the design of the teaching and learning unit that was the focus of this study, some strategies were employed to address the author's inherent bias, such as the expertise of two university professors in math and science pedagogy. ...
... The results of this study are consistent with those of previous studies (Al-Mooji, 2000;Bell & Garofalo, 2005;Berlin & White, 2010;Berry et al., 2004;Hassanein, 2003;Marrongelle, 2004;Qandil, 2001;Saleh & Othman, 2006), which indicated that integrating the teaching of science and mathematics leads to improved academic achievement relative to teaching them separately. The treatment group's mean scores on the posttest were higher than those of the comparison group for both subjects, though this was more the case for science than for mathematics. ...
This study examined the effects of an integrated mathematics and science curriculum with life-skills applications on academic achievement in a Saudi Arabian elementary school. An integrated unit was developed covering the grade 5 'sound and light' science unit and the 'perimeter, area, and size' mathematics unit, using practical applications activities connected to the students' everyday lives. The study involved treatment (n = 36) and comparison (n = 41) groups of grade 5 students (females) enrolled in a private school in Dhahran City. The comparison group was instructed using a conventional approach involving separate science and mathematics units, while the treatment group was instructed using the integrated unit. Two achievement tests for the target science and mathematics units were developed and used in the pretest-posttest design to verify the equivalence of the treatment and comparison groups before conducting the study, and to compare the achievement results after implementing the conventional and treatment units. The study found statistically significant differences favouring the treatment group on the achievement posttest (effect sizes were 0.44 for science and 0.49 for mathematics). These large effect sizes indicated the positive impact of using the proposed strategy of curriculum integration to evaluate the teaching program to see if the goal of improved achievement was actually realised.
... It was used to facilitate the development of the instructional unit and strategy to integrate science and mathematics teaching based on lifeskills applications. Two lines of scholarly thought informed this framework: the studies that aim to integrate science and mathematics (Al-Mooji, 2000;Berlin & White, 2010;Bosse et al., 2010;Hassanein, 2003;Kurt & Pehlivan, 2013;Lee et al., 2013;Slough & Chamblee, 2007) and the studies that aim to employ life applications as a basis for the design of educational activities (Al-Qahtani & Abdul Hamid, 2010;Al-Rabani, 2011;Al-Shahat et al., 2012;Bouck, 2010;Fuchs et al., 2006;Hamada, 2012;Kliman, Mokros & Parkes, 2001;Mohammed, 2006;Mohammed, 2012). Given the framework developed around the design of the teaching and learning unit that was the focus of this study, some strategies were employed to address the author's inherent bias, such as the expertise of two university professors in math and science pedagogy. ...
... The results of this study are consistent with those of previous studies (Al-Mooji, 2000;Bell & Garofalo, 2005;Berlin & White, 2010;Berry et al., 2004;Hassanein, 2003;Marrongelle, 2004;Qandil, 2001;Saleh & Othman, 2006), which indicated that integrating the teaching of science and mathematics leads to improved academic achievement relative to teaching them separately. The treatment group's mean scores on the posttest were higher than those of the comparison group for both subjects, though this was more the case for science than for mathematics. ...
This study examined the effects of an integrated mathematics and science curriculum with life-skills applications on academic achievement in a Saudi Arabian elementary school. An integrated unit was developed covering the grade 5 'sound and light' science unit and the 'perimeter, area, and size' mathematics unit, using practical applications activities connected to the students' everyday lives. The study involved treatment (n = 36) and comparison (n = 41) groups of grade 5 students (females) enrolled in a private school in Dhahran City. The comparison group was instructed using a conventional approach involving separate science and mathematics units, while the treatment group was instructed using the integrated unit. Two achievement tests for the target science and mathematics units were developed and used in the pretest-posttest design to verify the equivalence of the treatment and comparison groups before conducting the study, and to compare the achievement results after implementing the conventional and treatment units. The study found statistically significant differences favouring the treatment group on the achievement posttest (effect sizes were 0.44 for science and 0.49 for mathematics). These large effect sizes indicated the positive impact of using the proposed strategy of curriculum integration to evaluate the teaching program to see if the goal of improved achievement was actually realised.
... It is necessary to integrate mathematics, science, and technology in performing a scientific work (American Association for the Advancement of Science, 1995). Besides, integrated education experience is required for ensuring the desired cooperation in the teaching process, conducting research and inquiry, and developing problem-solving skills (Berlin & White, 2010). Therefore, the teachers should be encouraged and trained for carrying out the integrated in-class instruction (Berlin & White, 2010). ...
... Besides, integrated education experience is required for ensuring the desired cooperation in the teaching process, conducting research and inquiry, and developing problem-solving skills (Berlin & White, 2010). Therefore, the teachers should be encouraged and trained for carrying out the integrated in-class instruction (Berlin & White, 2010). ...
Article History This study was a case study in which the results based on a specific case were analyzed and holistically described (Yıldırım & Şimşek, 2008). 15 middle school mathematics teachers took part in the present study. The participants were voluntary, and they were selected randomly. As data collection instrument, the researchers developed a semi-structured interview form including 5 open-ended questions. The gathered data were analyzed and reported through content analysis method. The results of the study showed that there was a consensus among teachers about interdisciplinary approach and integrating technology in mathematics instruction. Besides, it was revealed that the teachers were not knowledgeable about and trained on how to use technology and how to integrate science in mathematics instruction. The teachers agreed that regarding the integration of science and technology, mathematics curriculum was suitable and sufficient for the time required and for the topics involved. Based on the results of the study, it can be suggested that teachers be trained through pre-service and in-service integration programmes for the integration of science and technology in mathematics instruction.
... Other research on the attitudes of future teachers show similar trendsstudents are more motivated to present different subjects to their future students in this way (Berlin & White, 2010;Erdogan & Ciftci, 2017;Kocakaya & Ensari, 2018). our research findings show that there are opportunities for integrated teaching, by interrelating and unifying the subjects frequently taught in separate academic subjects in the curriculum. ...
Constant technological changes require generations of students able to solve problems in newly emerging circumstances quickly and efficiently. Nowadays, it is crucial to concurrently promote the skills for the 21st century among our students, get them actively involved in the social flows, and develop an interest in arts (including music) and natural sciences. The STEAM approach to university teaching allows students to draw conclusions about the phenomena covered by natural sciences through creative thinking developed by music education. This paper aims to investigate the attitudes of the final-year undergraduate students attending the Faculty of Education in Jagodina toward the STEAM approach in a university setting and their perceptions of the advantages and disadvantages of the STEAM approach. Furthermore, the paper examines the students’ perceptions of the significance of teacher collaboration in STEAM activities/projects. The sample (N=89) was surveyed via a questionnaire. The findings indicate that university students have positive attitudes about the STEAM approach and the professor’s initiative to combine different fields by promoting the active participation of all participants in the teaching process. The results demonstrate that the STEAM approach encourages students to think creatively and reason logically by enabling a unique symbiosis of “the mind of the scientist” and “the mind of the artist.” One of the main disadvantages of the STEAM approach in university teaching stems from the impossibility of using it constantly. Consequently, combining STEAM with other innovative approaches is a requisite.
... Recently, some studies have been conducted at the international level, to measure the attitudes, views, and perceptions of teachers, student teachers, and students in STEM (e.g., Aydin et al., 2017;Berlin and White, 2010;Doğan and Benzer, 2019;Ergün, 2019;Faber et al., 2013;Gülhan and Şahin, 2016;Hacıömeroğlu and Bulut, 2016;Oh et al., 2012;Sjaastad, 2012;Tyler-Wood et al., 2010). ...
This study describes the development of the science, technology, engineering, and mathematics (STEM) Scale, intended to assess parental attitudes toward school programs designed to deliver STEM, and evaluates its psychometric properties. The study group included 400 parents of students (138 males and 262 females) enrolled in STEM programs throughout the Kingdom of Saudi Arabia. As a result of the analysis, a 50-item scale comprising four subscales was developed: (a) perceived value, (b) perceived control, (c) affective component, and (d) intention component. Exploratory and confirmatory factor analyses confirmed a four-factor structural model that had a satisfactory fit. Cronbach’s alpha of the overall scale demonstrated good internal consistency. Preliminary results suggest that parental attitudes toward the STEM scale have adequate convergent and divergent validity.
... Scholars have described Education for Sustainable Development (ESD) in diverse ways according to their understanding. ESD is conceived by Berlin and White (2010) as an interdisciplinary learning methodology covering the integrated social, economic, and environmental aspects of formal and informal curricula. ...
Science education research in recent times has reported students' involvement and engagement in scientific inquiry, discovery and exploration. In particular, studies have shown that in Science, Technology, Engineering and Mathematics (STEM) education, learners are afforded the opportunity to understand the world around them and proffer appropriate solutions to many of the societal problems facing humans and society at large. Thus, this call for the recognition of STEM education as an 'economic driver' has motivated its inclusion in the school curriculum framework worldwide, both in developed and developing nations. This is based on the premise that effective STEM education is a vehicle for developing in students the much-desired 21st-century competencies towards the attainment of sustainable global development. However, despite the importance of STEM education for sustainable global development, its curriculum implementation in many countries of the world still remains ineffective and a great challenge to educators' lack of a cohesive understanding of how STEM education informs classroom practices. This paper therefore presents the potential of chemistry as a subset of STEM education with its various innovative teaching approaches through which nations could engage in achieving a successful sustainable global development for the 21st century.
... (c) Scale on the Attitudes towards STEM Education. The scale was developed by Berlin and White (2010) to determine the attitudes of teachers and preservice teachers towards STEM education and adapted to Turkish by updating and making additions by Derin et al. (2017). It consists of two dimensions, significance, and feasibility. ...
Early childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.
... It was developed by Berlin and White (2010) to determine the attitudes of teachers and pre-service teachers toward STEM education. The scale has been adapted to Turkish by updating and making additions by Derin, Aydın, and Kırkıç (2017). ...
This study examines the links between early childhood teachers’ attitudes toward STEM education, constructivist beliefs, and self-efficacy in STEM education. For this purpose, the study was conducted using a survey model. The study’s participants are 211 early childhood teachers working in various regions of Turkey. The study collected the data through attitudes toward STEM education, self-efficacy, and constructivist beliefs scales. The data were analyzed by Pearson correlation, multiple linear regression, and path analysis. According to the results, a low positive correlation was found between attitudes toward STEM education, self-efficacy in STEM education, and constructivist beliefs. In addition, it was determined that traditional beliefs did not significantly affect attitudes toward STEM education. At the same time, self-efficacy in STEM education and constructivist beliefs significantly predict teachers’ attitudes toward STEM education. Another finding determined that teachers’ constructivist beliefs were a partial mediator variable in the relationship between self-efficacy in STEM education and attitude towards STEM education. The results provide perspectives on the links between teachers’ attitudes toward STEM education, constructivist beliefs, and self-efficacy in STEM education.
... This observation is in line with the existing literature and seems to be caused by a great need for better support in making indepth cross-disciplinary links. Berlin et al. [33] described a five-quarter teacher-preparation program with three courses that were focused on integrated content and three courses that were focused on integrated pedagogy followed by action research and examination. A quantitative analysis that used a semantic differential instrument to probe attitudes and perceptions related to the value and difficulty of iSTEM integration showed that pre-service teachers valued integration equally high before and after the intervention but perceived STEM integration as significantly more difficult after the intervention. ...
Graduates with a STEM profile are in great demand, yet the outflow from these fields of study is highly insufficient. This is partly due to the fragmented way STEM learning content is taught in secondary education. Although the problem can be mitigated with the use of integrated STEM education (i.e., iSTEM), teachers are often unfamiliar with this type of education. To support teachers in implementing high-quality iSTEM education, a digital collaborative learning environment called “CODEM for iSTEM” was created. This study examined to what extent student teachers were immersed in six key principles of iSTEM education through cooperative design of iSTEM learning tools in multidisciplinary teams, namely “problem-centered learning”, “integration of different STEM disciplines”, “modeling”, “inquiry-based learning”, “design-based learning”, and “cooperative learning”.
... Regarding the importance of integrated teaching experiences about STEM in teacher education programs, there is a call for interventions to build confidence about STEM subjects (Hart et al., 2009). Although the need is obvious, the research on developing STEM education skills in teacher education programs has been historically limited (Berlin & White, 2010). The interventions mainly focused on professional education programs after graduation when teachers feel the need to improve their STEM education skills. ...
The current research is about the impact of the young STEM researchers and practitioners program implemented within the STEM: Integrated teaching project. The aim of the program is to incorporate STEM integrated teaching knowledge in the teacher preparation period. In this phenomenological study, we explored five pre-school teachers’ program experiences and their STEM conceptions. Data were collected with semi-structured interviews, including questions about the impact and elements of the program and participants’ STEM conceptions. Content analysis showed that awareness for STEM education, development of integrated teaching knowledge, and program elements were the emergent themes about the program experience. Teacher candidates responded to the models that include real-world problems and engineering as contexts as most desirable when shown STEM education models to understand their STEM conceptions. The young STEM researchers and practitioners program can be evaluated as a developing model to be incorporated into teacher education programs. Further research can explore how pre-service teachers form their STEM conceptions and develop their integrated teaching knowledge.
... Curriculum integration theories have their roots in the work of John Dewey who was an advocate of progressive learning that emphasised the importance of connections between subject knowledge and real-life scenarios (Dewey 1909). Although there are various definitions of curriculum integration and models, it is appreciated that curriculum integration in STEM subjects helps both the educators and the learners in understanding the interconnectedness of the four constituent disciplines that comprise the subjects (Berlin & White 2009;Hartzler 2000). Stohlmann et al. (2012) contended that quality STEM education has the potential to improve the number of learners who may be interested in taking up professions in the STEM fields. ...
This chapter, based on South African classroom experiences, is informed by feminist post-structuralism, focusing on how teachers engage with gendered English textbooks. It highlights the ways in which teachers negotiate gendered identities, specifically what I perceive as a deliberate disruption or endorsement of patriagraphies – over-determined phallocentric narrative constructions of critical voices that ultimately push femininity to the margins whilst privileging masculinity.
(6) (PDF) Disrupting patriagraphies in the classroom: Gendered constructions and languaging difference in South African texts. Available from: https://www.researchgate.net/publication/357822348_Disrupting_patriagraphies_in_the_classroom_Gendered_constructions_and_languaging_difference_in_South_African_texts [accessed Apr 07 2022].
... Curriculum integration theories have their roots in the work of John Dewey who was an advocate of progressive learning that emphasised the importance of connections between subject knowledge and real-life scenarios (Dewey 1909). Although there are various definitions of curriculum integration and models, it is appreciated that curriculum integration in STEM subjects helps both the educators and the learners in understanding the interconnectedness of the four constituent disciplines that comprise the subjects (Berlin & White 2009;Hartzler 2000). Stohlmann et al. (2012) contended that quality STEM education has the potential to improve the number of learners who may be interested in taking up professions in the STEM fields. ...
... In the literature, it is pointed out that students' attitudes and interests towards science and mathematics develop before the age of 14 (Osborne & Dillon, 2008). Considering that positive attitude towards science and mathematics is related to gaining positive experiences in the education process (Guzey et al., 2014) and students' attitudes may be determinant in their future career choices (Berlin & White, 2010); it turns out that it is important to base on innovative technological applications in in-school and out-of-school science and mathematics applications. When the literature in this context is examined, it is of great importance to develop innovative technology-based methods and applications and to investigate their effects on the education process for quality science and mathematics education. ...
Although advanced technological tools and equipment are used effectively in daily life, the inability of all students to access high-tech experiment applications in high schools negatively affects disadvantaged student groups in the further education process. The main purpose of the research evaluates students in four different categories about 10th-grade illuminance subjects by using Logger Pro technology within the scope of STEM. The study was carried out with 84 students at the school where the researcher taught in the fall semester of the 2019-2020 academic year. Within the scope of action research, qualitative and quantitative methods were used together. Quantitative findings were evaluated with SPSS and qualitative findings were evaluated with content analysis. Based on the research findings, it is revealed that the use of experimental content supported by innovative technology within the scope of science in high schools make a significant contribution in three categories within the scope of hopes and goals for STEM. Making applications supported by Logger Pro with technological content in schools improves the responsibilities of students in homework, contributes to their successful graduation from high schools and enables them to get into the departments they want in the university. These practices cause students to enjoy the professions they will choose in the future and help them reach their favorite professions by working harder.
... In-service teachers, however, face various challenges when trying to integrate content from different disciplines, including knowledge of discipline differences between subject areas (Isaacs, Wagreich, & Gartzman, 1997;Lederman & Lederman, 2013), lack of breadth in their own content knowledge needed for teaching in multiple subject areas (Ball, Thames, & Phelps, 2008), dealing with time constraints (Isaacs et al., 1997), and contextual challenges (Berlin & White, 2010;Frykholm et al., 2005) such as administrator commitment, lack of support from colleagues, major course changes or innovations (Wicklein & Schell, 1995), and external testing forces aligning poorly with integrated curricula (Isaacs et al., 1997). Hence, Pang et al. (2000) call for future research to identify and explore challenges in implementing integrated curricula, ways teachers effectively address various constraints, and implications for teacher empowerment. ...
Many pre-service and in-service elementary teachers indicate that they have limited content knowledge, pedagogical knowledge, and experience regarding the integrated teaching of mathematics and science. Such limitation puts them in an uncertain and vulnerable situation in terms of planning and instruction. This qualitative, descriptive, and interpretative study examines the experiences of 28 pre-service and in-service teachers as they plan and teach during a six-week summer course on integration of mathematics and science instruction for 4th and 5th grades. The research question is: how may a six-week summer course focusing on planning and teaching mathematics and science using an integrated approach enhance teachers’ knowledge, experience, and confidence in teaching? Data include participating teachers’ reflections on assigned readings, meeting discussions, collaborative planning and teaching, their final papers, and the instructor’s field notes. The findings suggest that the exchange of ideas and information along with the instructor’s ongoing support provides the teachers with opportunities to become more knowledgeable and confident in integrating mathematics and science. The study also suggests that ongoing professional development and school district administrative support are essential components for sustaining teachers’ professional development related to teaching mathematics and science from an integrated perspective.
... Penerapan model STEM dalam pembelajaran telah menempeti posisi terpenting sehingga mahasiswa dapat dengan mudah untuk menguasai pengetahuan serta mengasah keterampilannya [13][14][15][16][17][18][19]. Menurut [20] Saat ini beberapa perguruan tinggi yang ada di sumatera belum menerapkan model pembelajaran STEM sehingga peneliti tertarik untuk melakukan eksperimen tentang model pembelajara STEM yang dikolaborasikan dengan metode proyek dan simulasi. Menurut [21] metode proyek dan simulasi sangat baik untuk digunakan dalam pengembangan berpikir kritis dan kreatif bagi mahasiswa di perguruan tinggi. ...
This study is an implementation of the STEMProcsi model that aims to 1) Knowing the students ' understanding of learning Science, Technology, Engineering, and Mathemetic, Projects and Simulation (STEMProcSi). 2) to measure student skills in using the STEMProcsi components that produce a project, and 3) Assessing students' attitudes towards the STEMProcSi learning model. This research used 15 students as sample of Computer and Informatics Engineering Education (PTIK) in the odd semester of the academic year 2019/2020. The research procedure was carried out in trhee steps; 1) provides problems that are solved by concept maps using the XMIND application, 2) Complete calculations using the Microsoft Excel application, and 3) Create interactive products with the Scatch application. The research instrument uses a questionnaire with 5 liker scale. Based on data analysis, the results of this study indicate that the application of the STEMProcSi model can generate interest and enthusiasm of students in understanding the material, practice critical thinking, creative, communicative and collaborative and can produce an interactive product. Therefore it can be concluded that the STEMProcsi model is good to be used in the learning process for exact subject courses in tertiary institutions.
... A remedy for both compartmentalized thinking and the mismatch above may be coherent mathematics and science education (CMSE) that is of major importance for students (Berlin & White, 2010, 2012. The idea behind CMSE is fostering connection between mathematics and science education through, for example alignment of notations. ...
... The teacher candidates often found it difficult to write a mathematical formula and expressed them as first or second degree equations instead of writing the formulas. This situation can be interpreted as a result of the gap between mathematics and science courses (Çalış, 2018;Berlin & White, 2010). Generally, the previous studies have demonstrated that students and teacher candidates have difficulty in establishing the relationship between physics and mathematics. ...
It is commonly known that mathematics is used in many subjects in physics and chemistry courses and the relations between mathematics and variables are more easily understood. These courses also comprise a number of equations that correspond to a mathematical correlation and are also called formulas. Therefore, the aim of the present study is to determine the level of science teachers to verbally express the meaning of the equations given and comprehension of the mathematical structure of equations.The data obtained with the help of open-ended questions were analyzed by the content analysis method, one of the qualitative research methods. According to the data obtained, code, category and themes were created.The study was carried out with science teacher candidates studying at the Faculty of Education of Uludag University in the 2017 and 2018 academic year. When the obtained data were evaluated, it was found that majority of the teacher candidates had difficulty in expressing fully the concept of equation, and in perceiving the mathematical structure of the equations and in drawing the graphs of the equations.
... In Kim (2007, the Korean Federation of Technical Education had researched on STEM models in the context of Korean education in Korea in 2007. About the application of STEM model, readers may refer Ogilve & Monagan (2007), Walker (2007), Katehi et al. (2009), Langley et al. (2009), Offer & Mireles (2009), Berlin & White (2010) Edyburn, (2010), Marino (2010), Corlu et al. (2010), Stohlmann et al. (2011), Williams (2011) & Corlu (2014, etc. Until day, the model still occupies an extremely crucial position in academia. ...
In order to train human resources to adapt to the digital era, universities in ASEAN region have invested and developed programs related to Science, Technology, Engineering and Mathematics (STEM) for many years. In that trend, under the support of Arizona State
University (from the United States), Can Tho University, a member of the ASEAN University Network, has built a model to promote creativity, in which Technology elements are particularly emphasized and it is called STEMTech. An experiment on STEMTech model at Can Tho
University was conducted in 2018 with three steps: (1) Training for students about STEM education, STEMTech model and some new technologies; (2) Each group of students make STEM products based on STEMTech model; (3) Student surveys. A statistical analysis was used to evaluate and improve STEMTech model. The results show that learners perceive STEMTech model quite positively, nevertheless, the access to the Technology factor in the model is quite difficult. This shows the necessary to develop STEMTech models to overcome limitations for learners and replicate this model to several other universities in ASEAN region.
... This situation with regards to the undergraduate programs of the Education Faculties will also limit the studies in relation to STEM education. Berlin and White [16] reported that integrated teacher education programs contribute to the pre-service teachers realize the difficulties in the integration of science, mathematics and technology. Some of the participants' opinions are as follows: ...
One of the main objectives of education, which raises individuals that the society needs, is to resource labor force that will provide the development of the society by maintaining the economic, social, scientific and technological advances. Many countries that aspire to have an advanced economy and technology aim to build a society that is advanced at Science, Technology, Engineering and Mathematics (STEM) and have sustainable development in these fields, and this has been one of the main educational strategies of those countries. STEM education has a strategic importance for our country to maintain the competitive power on international scale. This research aims to conduct a needs analysis towards the curricular design of STEM education to be proposed for the undergraduate programs of science education at education faculties. The study holds a descriptive model and qualitative methods were used. The study group consists of 12 faculty from Science, Mathematics, Computer and Instructional Technologies at Faculty of Education, and from the Department of Mechanical Engineering, Faculty of Engineering at Gazi University; 15 science teachers who work at the schools which have different socioeconomic levels in Ankara, and 42 sophomore students who study at the Department of Science Education at Gazi University Faculty of Education. Content analysis was used as the data analysis method. Findings of the study reveal that there are no studies conducted to integrate different fields into teacher education programs, there are no courses related to STEM education integrated into the curriculum, and the knowledge and skills pre-service teachers should gain to implement this approach in their professional teaching career do not exist in the curriculum. In addition, it was found that most of the teachers believe teacher collaboration; they associate their courses mostly with mathematics and information technologies. Likewise, it was identified that the main reason behind why the teachers cannot teach through interdisciplinary approach is due to teacher related reasons. Concerning the pre-service education, The Ministry of National Education and education faculties should work collaboratively, determine the teacher competencies and try to develop undergraduate curriculum for pre-service teachers to gain these competencies. Training teachers during pre-service period rather than in-service training will play a crucial role to gain the expected results from the approach.
... Although the rationale for science and mathematics integration is well supported and propagated in the literature as a best practice in teacher preparation (Berlin & White, 2010;Kurt & Pehlivan, 2013;Pang & Good, 2000), many educators worry that integration may dilute the content that could better be taught in a more concentrated manner (Park Rogers & Abell, 2007). In their review of science and mathematics integration literature, Pang and Good (2000) found that mathematics is often integrated into science instruction as an adjunct component to science content. ...
... The term STEM education expresses the idea of teaching subjects in science, technology, engineering, and mathematics in an integrated approach, rather than as separate subjects. An increasing number of reports and research papers have been stressing that STEM education is crucial for twenty-first century citizens (National Research Council 2011;Berlin and White 2010). However, as English (2016) points out, the STEM acronym is often used in reference to just one of the disciplines, commonly science. ...
This chapter addresses a number of reforms in teaching electronics in school to reflect the technological changes and objectives of education in the twenty-first century. One necessary reform in the electronics curriculum is the shift from the traditional teaching of basic components and circuits to teaching electronic systems such as sound, control, and communication systems, with a focus on understanding general technological concepts such as control, feedback, amplification, conversion, modulation, and filtering of electronic signals. A second reform required in teaching electronics relates to highlighting the STEM viewpoint, particularly physics and mathematics, which are an integral part of electronics. A third expected reform in teaching modern electronics is the transition from using conventional electronics hardware to programmable devices such as the field-programmable gate array (FPGA) or the Arduino microcontroller. The use of programmable controllers opens up tremendous possibilities for student projects, such as control systems and robotics, and for STEM-oriented studies, such as computerized physics and chemistry labs. A fourth change in the focus of teaching electronics is placing greater emphasis on project-based learning (PBL) in the electronics class. However, one must take into consideration that the new technologies may also lead to “doing without learning,” and students must acquire some basic knowledge and skills before being able to cope with advanced technologies and PB. In summary, electronics offers a rich, flexible, and friendly learning environment for teaching technology and engineering in K-12 education and for fostering students’ broad competences such as design, problem solving, creative thinking, and teamwork.
In today's conditions, the needs of the labor market are changing in parallel with technological developments and the need for individuals trained in STEM is increasing. For this reason, it is a priority to increase the skills and awareness of teachers who will guide individuals trained in the field of STEM. In this study, a STEM training with educational robotics applications was designed for classroom teachers. After the training, it was observed that teachers' STEM awareness and attitudes towards STEM education increased.
This study aims to investigate the views of pre-service mathematics teachers pertaining to STEM education and the challenges encountered during the process of lesson planning. The primary objective of the study is to provide guidance to enhance the efficiency of STEM education practices within mathematics courses. In this study, qualitative research method was utilized for in-depth analysis with three pre-service mathematics teachers. Three semi-structured interviews were conducted, and the participants were asked to prepare a STEM lesson plan. Following the initial interview, STEM education practices were conducted by the researcher. Then, the STEM lesson plans prepared by the participants were analyzed. The analysis of the findings revealed a remarkable progress in the pre-service teachers’ comprehension of STEM education following the intervention. Furthermore, it was observed that the participants were able to integrate mathematics and science into their lesson plans and did not have as much difficulty in this integration as other disciplines. Conversely, it was found that challenges were more pronounced when it came to the integration of engineering principles. The participants who stated that the integration of mathematics and technology was not challenging were weak in this integration. Finally, the participants stated that STEM education is an essential educational approach within the field of mathematics education, expressing their intentions to incorporate STEM activities into their future lesson plans.
This study describes the development of the Science, Technology, Engineering, and Mathematics (STEM) Scale, intended to assess parental attitudes toward school programs designed to deliver STEM, and evaluates its psychometric properties. The study group included 400 parents of students (138 males and 262 females) enrolled in STEM programs throughout the KSA. As a result of the analysis, a 40-item scale comprising four subscales was developed: (a) perceived value, (b) perceived control, (c) affective component, and (d) intention component. Exploratory and confirmatory factor analyses confirmed a four-factor structural model that had a satisfactory fit. Cronbach’s alpha of the overall scale demonstrated good internal consistency. Preliminary results suggest that parental attitudes toward the STEM scale have adequate convergent and divergent validity.
The main purpose of this chapter is to examine the science and mathematics integration models and summarize the relevant literature on the integration of science and mathematics with respect to teacher education. The obstacles reported in these studies were analyzed from the teachers' perspectives, and a model of an integrated teaching method course was offered by considering the drawbacks in the literature. The proposed course is pedagogical content knowledge-based and enriched with the engineering design process to integrate science and mathematics effectively. The main parts of the course are (1) understand, (2) engage, (3) collaborate, (4) apply, and (5) reflect. Recommendations for research and practice are provided at the end of the chapter.
During the last 15 years of MACAS, the symposium covered many ideas relevant to STEM education and the position of mathematics in it, raising important questions about a particular role of the discipline, but also how it interacts with other disciplines. In continuation of the debates and collaborations initiated by MACAS, the invited contributors to this section of the book address different issues, showing that this eclectic field of research is far from being closed and that there are many questions still to be answered. In this chapter, we sought to summarize their ideas and put them in a wider context of topics that continue to inspire MACAS and its community, such as why STEM (with all the variations in the acronym), and how does STEM education incorporate modelling, twenty-first century, and citizenship skills? In the conclusion, we discuss these contributions in a context of some recent frameworks for learning and teaching mathematics and its connection to STEM.KeywordsSTEM educationMathematics educationModellingTechnology
This chapter problematizes the concept of STEM that is often ill-defined and prone to different, and sometimes contradictory, interpretations. Examining this concept is especially important for the emerging K-12 STEM curricula and teacher education. After presenting an overview of the origins of the STEM movement and relevant educational reforms, we focus on the epistemologies of different STEM disciplines. In the literature, we identified five epistemologically sound evidence-based models of STEM education that might be applicable to teacher education. We compare and contrast these models and make a case for paying close attention to the epistemologies of different disciplines included in STEM teacher education. In conclusion, we provide some recommendations for theory and practice, calling for more collaboration among K-12 teachers, STEM experts, and teacher educators, when designing, implementing, and evaluating STEM curricula.KeywordsEpistemologyIntegrated STEM education modelsPedagogySTEM educationSTEM teacher education
With the development in the fourth industrial revolution, there have been urgent demands for new human resources in the world. The mission set for the education sector is to prepare students with skills and knowledge in line with global standards to keep up with the industrial age 4.0. Among the educational trends that serve the fourth industrial revolution, STEM education has been demonstrating its superiority through various studies. This study applies the STEMTech model, which connects the fields of Science, Technology, Engineering, and Mathematics with a central technological factor, to create STEM products in the context of high schools in Vietnam recently. Firstly, the research trains students about STEM education, STEMTech model, and some new technologies; then divides the class into multiple groups of students to conduct a project based on STEMTech model; finally, surveys students. Statistical analysis was used to evaluate STEMTech model, whose results show that STEMTech model can engage students in learning, develop their creativity, and promote other competencies.
Bu çalışmanın amacı, rehber öğretmen adaylarının özel eğitime ilişkin öz
yetkinlik algıları ve kaynaştırmaya ilişkin düşüncelerini incelemektir. Araştırma tarama
modellerinden genel tarama modeline uygun olarak hazırlanmıştır. Araştırmanın
evreni Türkiye’deki üniversitelerde öğrenim gören rehber öğretmen adaylarıdır.
Çalışma grubu seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yöntemi
kullanılarak oluşturulmuştur. Araştırmada dört farklı üniversitenin psikolojik
danışmanlık ve rehberlik bölümlerinde öğrenim gören 169 öğretmen adayından veriler
toplanmıştır. Veri toplamada, “Kişisel Bilgi Formu”, “Rehber Öğretmenlerin Özel
Eğitime İlişkin Öz yetkinlik Ölçeği” ve “Kaynaştırmaya İlişkin Görüşler Ölçeği”
kullanılmıştır. Araştırma sonucunda, rehber öğretmen adaylarının özel eğitime ilişkin
öz yetkinlik inanç düzeylerinin yüksek, kaynaştırma eğitimine ilişkin görüşlerinin orta
düzeyde düzeyde olduğu belirlenmiştir. Ayrıca; rehber öğretmen adaylarının özel
eğitime ilişkin öz yetkinlik algıları ve kaynaştırmaya ilişkin düşüncelerinin cinsiyete
göre farklılaşmadığı belirlenmiştir.
Bu araştırmada Geng, Jong ve Chai (2019) tarafından geliştirilen FeTeMM eğitimi
hakkında öz yeterlik ve endişe ölçeğinin öğretmen adayları için Türkçeye uyarlama
çalışmasının yapılması amaçlanmıştır. Ölçek öz yeterlik, endişe olmak üzere iki boyuttan
oluşmaktadır. Endişe düzeyi değerlendirme, bilgi, yönetim, sonuç ve yeniden odaklanma
olmak üzere beş alt boyuttan oluşmaktadır. Ölçeğin geçerlik ve güvenirlik çalışmaları
kapsamında açımlayıcı faktör analizi, test tekrar test, doğrulayıcı faktör analizi yapılmıştır.
Elde edilen sonuçlar, uyarlanan ölçeğin özgün halinden farklı bir yapı oluşturduğunu
ortaya koymuştur. Uyarlanan ölçek, öz yeterlik (a=.86), bilgi ve değerlendirme (a=.90),
yönetim (a=.86), sonuç ve yeniden odaklanma (a=.83) olmak üzere dört alt boyuttan
oluşmaktadır. Ölçeğin bütünü için güvenirlik katsayısı .94 olarak hesaplanmıştır.
Açımlayıcı faktör analizi sonunda ortaya çıkan yapının uygunluğunu test etmek amacıyla
yapılan doğrulayıcı faktör analizi sonuçları ortaya çıkan modelin kabul edilebilir düzeyde
uyum gösterdiğini ortaya koymuştur. Uyarlanan ölçek geçerli ve güvenilir bir ölçme
aracıdır
When the Report of the Committee of Ten on Secondary School Studies was released (1893), it advocated secondary education that emphasised separate disciplines (DeBoer, 1991). This decision predicted the philosophy and direction of the USA’s education system into the future. The political interplay and struggles between competing interests represented by the demands of interest groups such as education administrators (administrative progressives) and the advocates of progressive education was disadvantaged from a lack of systematic inquiry to implement ideas being proposed (Labaree, 2010; Mershon & Schlossman, 2008). The Dewey-Thorndike divide of the 1920s saw a debate between the student-centred approach to learning versus a positivist educational research paradigm signified the two major views on how the art of teaching could be transformed into a science prevailing to this day, even though the tug of war between which prevails remains much alive (Soltis, 1988; Tomlinson, 1997). Since that time, education in the USA reflects Labaree’s (2005) view:
The purpose of this chapter was to identify and describe the extent to which Saudi female middle school mathematics teachers perceive the need for pedagogical content knowledge in integrated STEM education. To develop STEM education for girls' schools, this study sought clarity from mathematics teachers how they intended to reach set goals. In this study, 118 female middle school mathematics teachers were surveyed for this study. Participants showed higher-level pedagogical knowledge; knowledge was not fully applied in their classrooms, and participants had an average level of subject matter knowledge related to STEM disciplines indicating a deeper need for STEM disciplines knowledge and systematic support, such as training courses or professional development programs.
Contemporary research has suggested that for students to compete globally, pedagogy must shift to emphasize the infusion of mathematics into science instruction to strengthen understanding. Innovative professional development programs are necessary to achieve this goal, particularly with respect to teaching graphing skills in the context of science. Although there is literature to substantiate that students respond positively in terms of interest, there has been little evidence to support improved science performance when both subjects are integrated. This large-scale quasi-experimental study examined impacts of a mathematics-infused science curriculum on students’ science attitudes and achievement (N =1695). Data were collected from science assessments and attitudes surveys in mathematics-infused 8th grade science classrooms and compared to those from students in non-integrated settings. Data revealed positive student outcomes, including the ability to understand mathematics-infused scientific concepts (F(1, 1693) = 17.02, p < .001), higher confidence in graphing, and greater agreement with the notion that mathematics is a valuable tool in learning science (F(1, 1693) = 33.76, p < .001). Females outperformed males in science but there were no significant differences in achievement between students from high and low needs schools. Data from a single infused unit taught within one school district (n = 136) revealed similar science achievement findings with a large effect (F(1, 134) = 37.18, p < .001), though gender was not a significant predictor. These research findings will benefit educators seeking innovative, integrated curricula that improve science and mathematics understanding, as well as researchers who inform policy reform efforts.
Bu çalışmanın amacı Uluslararası Öğrenci Başarılarını Değerlendirme Programı (PISA) 2015 ve 2012 dönemlerinde, Türkiye’de 15 yaş grubu öğrencilerin Bilgi ve İletişim Teknolojilerine (BİT) erişim durumlarının okuma becerilerini yordama gücünü belirlemektir. Araştırmada PISA 2012 ve 2015 veri tabanlarından elde edilen veriler kullanılmıştır. PISA 2012 uygulamasına 4848; 2015 uygulamasına 5895 öğrenci katılmıştır. Araştırma tarama modelinde desenlenmiş, verilerin analizinde çoklu doğrusal regresyon analizi kullanılmıştır. Türkiye’de ilk defa PISA 2015 bilgisayar tabanlı değerlendirme olarak uygulanmıştır.
Türkiye, 2012 yılında 65 ülke arasında okuma becerileri 42. sıradayken; 2015 yılında 72 ülke arasında 50. sıraya gerilemiştir. BİT’ne erişimin artması kullanımının gençler arasında yaygınlaşması nedeniyle okuma becerileri başarı puanının artması için öneriler sunulmuştur. Araştırma bulgularına göre, 2012 Pisa uygulamasına katılan öğrencilerin BİT’e erişimi (bilgisayar, internet, eğitsel yazılım erişimi) okuma becerisi ile anlamlı bir ilişki göstermektedir (R=.255, R2=.065 p<.01). Bu yordayıcı değişkenler, okuma becerilerini
toplam varyansın %6,5’ini açıklamaktadır. Regresyon analizi sonuçlarına göre, eğitsel yazılım (β = -.054, p<.05) ve internet (β = -.227, p<.05) erişimi negatif yönde ve anlamlı düzeyde yordamaktadır. Bilgisayar erişimi (β =-.012, p>.05) değişkeni okuma becerisini negatif yönde ve anlamlı düzeyde yordamamaktadır.
2015 PISAuygulamasına katılan öğrencilerin BİT’e erişimi (bilgisayar, internet, eğitsel yazılım erişimi) okuma becerisi ile anlamlı bir ilişki göstermektedir (R=.319, R2=.102 p<.01). Bu yordayıcı değişkenler, okuma becerilerini toplam varyansın %10,2’sini açıklamaktadır. Regresyon analizi sonuçlarına göre, eğitsel yazılım (β = -.047, p <.05) pozitif ve internet (β = -.160, p<.05 ve bilgisayar erişimi (β =-.202, p<.05) negatif yönde anlamlı düzeyde yordamaktadır. Bu çalışmada, 2012 ve 2015 yılları PISA Türkiye uygulamasına katılan öğrencilerin BİT’e erişim durumlarının okuma performansını yordama gücü incelenmiştir. Sonuçlara göre; okuma performasının 2012 yılı ile kıyaslandığında 2015 yılında BİT’e erişimin okuma becerilerini daha güçlü yordadığı bulunmuştur. 2015 yılında BİT’in yaygınlaşması nedeniyle okuma becerilerini daha güçlü yordanmış olabileceği, bu nedenle BİT’i kullanarak okuma becerilerinin geliştirilebileceği söylenebilir. Çocuk ve gençler arasında yaygınlıkla kullanılan BİT araçlarını etkili kullanımı Türkiye’nin PISA başarısını artıracağı düşünülmektedir. Öğretmenler öğrencilerin akademik başarılarını artması için sosyal ağları kullanarak okul dışı etkinlikler tasarlayabilirler, öğrencilerine eğitsel oyunlar oynamaya teşvik edebilirler.
Teachers often struggle to utilize reform-based teaching strategies in their first few years of teaching for many reasons (Ball, Thames & Phelps, Journal of Teacher Education 59, 389–407, 2008; Berlin & White, International Journal of Science and Mathematics Education 8, 97–115, 2010; Frykholm & Glasson, School Science and Mathematics 105, 127–141, 2005; Lederman & Lederman, Science Teacher Education 24, 1237–1240, 2013). An important part of teachers’ learning to implement these pedagogically ambitious strategies is for teachers to experience learning themselves through an immersive experience in the new strategy (Louks-Horsley, Stiles, Mundry, Love & Hewson, Designing professional development for teachers of science and mathematics, 2010). Building on this body of research and a host of recent national education standards documents, this paper explores the various dispositions early career high school science and math teachers from across the USA demonstrate when engaging together as learners in integrated science, technology, engineering, and mathematics (STEM) tasks. Embedded within a multi-year professional development program, teachers were engaged in two integrated STEM tasks during two separate professional development experiences. Following the tasks, teachers responded to writing prompts asking them to reflect on their experience during the tasks. Analysis of the reflections about the integrated STEM tasks fell into two broad categories of dispositions: engager and observer. The data suggest various strategies for professional development providers who are interested in providing professional development focused on integrated STEM instruction.
he Robert C. Wicklein and John W. Shell are Assistant Professors in the Technological Studies Program of the Department of Occupational Studies, University of Georgia, Athens, GA. -60integrative or multidisciplinary curricular approach related to technology education seeks to help students learn and appreciate the relevancy of how school subjects are tied together and how each subject builds on the other. Although this is a noble task, the question of educational worth has not been determined with any degree of accuracy. The question remains, is the integration of mathematics, science, and technology education a step in the right curricular direction or are we again "jumping on the band wagon of the most current education reform movement?" There is a need to develop exploratory programs where evaluation can be conducted to determine the value of integrating curriculum. There is also a need to establish a knowledge base that will identify the most current findings related to this curric
This study presents a detailed description and an interpretation of efforts made to prepare prospective upper elementary/middle level teachers to make connections between science and mathematics. The focus of this study is placed on the undergraduate teacher candidates' senior year in which they take science methods in the fall and participate in student teaching in the spring. Participants in this year-long study included the science methods professor and his co-researcher, 30 teacher candidates in the fall science methods course, and a sample of 6 select teacher candidates participating in student teaching in the spring. The six teacher candidates were distinguished from the other teacher candidates in this study by their participation in an undergraduate teacher preparation program funded by the National Science Foundation (NSF) called the Maryland Collaborative for Teacher Preparation (MCTP). A key implication from the science methods phase of the study was that while all participants benefited from the teaching innovation to blend mathematics and science in the methods course, the teacher candidates participating in the specialist program were particularly receptive to and accomplished in making connections between mathematics and science. Candidates seemed to benefit preferentially due to their prior experience in content specialist classes in which the professors emphasized the connections between the two disciplines. This study also showed that when making connections, some of the teacher candidates were inclined to construct visions of the role of mathematics and science that specialists in the disciplines might find problematic. A key implication from the student teaching phase of this study was that while most of the benefits of the innovation continued, the process of enculturation of the student teachers in extant cultures differentially supported aspects of the innovation. Of particular note is the tension that emerged between student freedom to engage in inquiry and a perceived need to limit student off-task behavior and confusion through the use of more explicit instruction. (Contains 11 references and 6 tables. Appendices contain 3 interview protocols.)(Author/WRM)
This book describes the Maryland Collaborative for Teacher Preparation (MCTP) program which develops and implements interdisciplinary programs for teacher education to develop enthusiastic teachers who continue to be an active learners. Contents include: (1) Foreword (Katherine Denniston); (2) Impact of MCTP on the State of Maryland (Jack Taylor); (3) Research on Teacher Education (J. Randy McGinnis); (4) Voices of MCTP; and (5) Maryland Educators' Summer Research Program. Appendices include Guiding Principles, MCTP Advisors and Participants, MCTP Institutional Programs, MCTP Survey Instruments, Teacher-Written Cases, and MCTP Mentor Teacher Cases. (Contains 39 references.) (YDS)
If integration of mathematics and science is to occur, teacher preparation programs at colleges and universities must provide leadership in developing and modeling methods of teaching integrated content. This paper describes the development and implementation of an integrated mathematics/science preservice elementary methods course at the University of Connecticut. In planning the course several questions were addressed: (a) What does integration of mathematics and science mean? (b) What content should be taught in an integrated mathematics/science (IM/S) elementary methods course? and (c) How should an IM/S elementary methods course be taught? An important element of the course involved enlisting an exemplary elementary teacher who was released from her classroom one day per week to co-teach the methods class. Establishing a definition of integration proved to be one of the most challenging aspects of course development. The authors determined that most difficulties in integration of disciplines result from attempts to “force” the integration. As the team struggled with the philosophical, theoretical and logistical problems in the development of the course, it became apparent why integration has not been more widely implemented. It is believed this model can be adapted to allow for integration of all content areas. Plans are currently underway to incorporate social studies into the methods class for Fall of 1993.
Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary.
Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team-taught integrated middle level mathematics and science methods course. The data presented in this study were collected from three groups of preservice teachers who were enrolled in a grades 5–8 middle level teacher certification program in Connecticut from 1998–2000. The data analysis indicates that preservice teachers appreciated the emphasis on integration used in the course, but at the same time when concepts did not integrate easily they were frustrated. Despite this frustration, the preservice teachers' understanding of integration was enhanced as a result of the course.
The study reported in this paper investigated perceptions concerning connections between mathematics and science held by university/college instructors who participated in the Maryland Collaborative for Teacher Preparation (MCTP), an NSF-funded program aimed at developing special middle-level mathematics and science teachers. Specifically, we asked (a) “What are the perceptions of MCTP instructors about the ‘other’ discipline?” (b) “What are the perceptions of MCTP instructors about the connections between mathematics and science?” and (c) “What are some barriers perceived by MCTP instructors in implementing mathematics and science courses that emphasize connections?” The findings suggest that the benefits of emphasizing mathematics and science connections perceived by MCTP instructors were similar to the benefits reported by school teachers. The barriers reported were also similar. The participation in the project appeared to have encouraged MCTP instructors to grapple with some fundamental questions, like “What should be the nature of mathematics and science connections?” and “What is the nature of mathematics/science in relationship to the other discipline?”
The rhetoric surrounding integration of mathematics and science abounds. Professional organizations’ standards and recommendations for reform in mathematics and science education each point out the need to make connections among various disciplines. However, some remain unconvinced, citing a lack of research supporting the assertion that integration improves student achievement. This article examines the current situation, discusses the growing body of related research, and examines the implementation issues related to integrated curriculum projects. The conclusion calls for mathematics and science educators to work collaboratively to address implementation issues surrounding reform of any kind and to explore further the possibilities of integration.
One hundred and sixty-one undergraduate elementary education majors and sixty elementary teachers completed an eight-item questionnaire designed to assess their perceptions toward integrating science and mathematics in the elementary grades. The two groups of subjects differed significantly on their responses to five of the eight items. Chi square analyses suggest that practicing elementary teachers felt they had more background in mathematics and science, were more aware of curriculum materials in this area, did not think that integration was currently a common practice, and were more likely to indicate that there was not sufficient time in the school day to integrate the subjects. Preservice teachers were more likely to indicate that integrating the disciplines was preferred to teaching them separately. In addition to the analyses of data, a list of recommendations are provided for teachers, curriculum developers, and policy makers interested in advancing the concept of integrating science and mathematics in instruction.
Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine the content knowledge, pedagogical content knowledge, attitudes, and beliefs (with respect to the integration of mathematics and science) that prospective secondary mathematics and science teachers bring to their respective preparation programs. This study then explored a collaborative model intended to create meaningful educational opportunities within the context of teacher preparation programs to foster preservice teachers' desire and ability to pursue connected teaching in the classroom. Presented in the article are findings related to the initial beliefs and experiences prospective teachers bring to the preparation process, the results of their collaborative work together in the creation of interdisciplinary units connecting mathematics and science topics, and their ongoing efforts to work together once engaged in schools for their student teaching internships. Moreover, this article proposes subtle shifts in both the conceptualization of, and language used to describe, the integration of mathematics and science. Building on sociocultural theories, this article proposes the use o/connections and pedagogical context knowledge as levers to promote integrated mathemat- ics and science instruction.
The integration of mathematics and science teaching and learning is gaining interest in many elementary and secondary classrooms. National organizations such as SSMA, NCTM, and AAAS are giving strong support for integrating of mathematics and science in the curriculum. If mathematics and science are to be successfully integrated, it would seem reasonable that mathematics and science courses for teachers also be integrated. This article describes (a) reasons for integrating methods courses, (b) the evolution of an integrated methods course in a small university, (c) topics covered in the course together with descriptions of student assignments and activities, (d) procedures used in student evaluation, and (e) student opinions of the integrated course.
A project was designed to implement an integrated curriculum in mathematics, science, and reading by promoting the professional growth of K-4 in-service teachers through a 6-hour graduate course. The course adopts a view of teachers' knowledge acquisition based on constructivism, a perspective currently more accepted for elementary children than for teachers. The effectiveness of the project in the Ist year was evaluated in part by employing content examinations, portfolios, journals, questionnaires, and course assignments. The findings suggest implications for teacher educators, program administrators, teachers in K-4, and the children served by the educational system.
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Issues in integrating mathematics and science
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