A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education

Autor/inn/en	Berlin, Donna F.; White, Arthur L.
Titel	A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education
Quelle	In: School Science and Mathematics, 112 (2012) 1, S.20-30 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00111.x
Schlagwörter	Educational Strategies; Preservice Teacher Education; Preservice Teachers; Teacher Education Programs; Familiarity; Mathematics Education; Science Education; Engineering Education; Technology Education; Attitude Measures; STEM Education; Longitudinal Studies; Attitude Change; Student Teacher Attitudes; Pedagogical Content Knowledge; Teamwork; Cooperation; Integrated Curriculum + Suchen Sie Ihr Suchwort? Lehrstrategie; Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; STEM; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Attitudinal change; Einstellungsänderung; Pädagogische Kompetenz; Co-operation; Kooperation
Abstract	The purpose of this study is to provide an in-depth analysis of attitudes and perceptions related to the integration of mathematics, science, and technology education of preservice teachers preparing to teach STEM disciplines. Longitudinal data by individual cohort and across 7 years of the Integrated Mathematics, Science, and Technology (MSAT) Program are reported, analyzed, and interpreted to help design and improve preservice teacher education programs and improve teaching and learning in STEM classrooms. Results of quantitative analyses indicate that there was generally no change in preservice teacher attitudes and perceptions related to the value of the integration of mathematics, science, and technology education--they clearly valued integration at the onset and at the completion of the program. However, there was a significant change in preservice teacher attitudes and perceptions related to integration feasibility in terms of inefficiency and difficulty. Implications for teacher education programs include: (a) more exposure to concepts, processes, and skills in STEM that are similar, analogous, complementary, or synergistic; (b) familiarity with instructional strategies and access to resources; (c) deeper understanding of content across STEM; and (d) strategies for collaboration and team work to make integrated instruction time more efficient and less difficult to manage. (Contains 5 tables.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10