Pre-Service Teachers' Design of STEAM Learning Units: STEAM Capabilities' Analysis

Autor/inn/en	Anabousy, Ahlam; Daher, Wajeeh
Titel	Pre-Service Teachers' Design of STEAM Learning Units: STEAM Capabilities' Analysis
Quelle	In: Journal of Technology and Science Education, 12 (2022) 2, S.529-546 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anabousy, Ahlam) ORCID (Daher, Wajeeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Preservice Teachers; STEM Education; Units of Study; Art Education; Instructional Effectiveness; Elementary School Teachers; Curriculum Development; Knowledge Level; Skill Development; Thinking Skills; Faculty Development; Learning Activities + Suchen Sie Ihr Suchwort? STEM; Lerneinheit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Lernaktivität
Abstract	The understanding of what constitutes effective practice in STEM education and how to support it is still developing, as it is a brand-new field. The present research describes the design capabilities of pre-service elementary school teachers, when they design collaboratively STEM activities. These designing experiences occurred in a context of a PD program called "Introduction to STEM education". During the STEM PD program, the pre-service teachers worked in six groups. Each group included three pre-service teachers who worked together throughout the PD program. Three written STEM units of three groups were chosen to be analyzed. In analyzing the STEM units, we referred to the STEM capabilities which consists of three components: STEM knowledge, skills and ways of thinking. The findings show different possibilities that STEM education can afford for task design. In terms of the integration of disciplines, the three analyzed units included activities in which, mostly, at least two disciplines were dominant. In terms of STEM skills, the designed units targeted mainly the individual learning skill instead of collaborative skills, which emphasize the need to pay special emphasis to this issue. Finally, in terms of STEM ways of thinking, analytical and evidence-based ways of thinking prevailed in the three units. The previous findings point at the importance of supporting pre-service teachers in designing STEM activities for implementation in their classrooms. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01