International Journal of Learning and Teaching

Yazarlar: James Beyers, Steve O'Brien

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Özet: Changing times, innovations in technology, global connectedness, and the onset of new standards, such as the Common Core State Standards and the Next Generation Science Standards have focused much attention on K-12 STEM Education. Yet, studies show that instructional time dedicated to science and STEM lags behind language arts and mathematics at the elementary level. In an effort to better predict how this trend might continue in the future, we seek to understand how preservice and novice teachers view the importance of STEM education in the elementary grades. A sample of prospective elementary teachers enrolled in (or recent graduates of) an undergraduate teacher education program who have all completed courses in mathematics and science methods, were surveyed using an anonymous online questionnaire. The questionnaire asked for descriptive information and one open-ended question: “Is STEM education important at the elementary level? Why or why not?” A thematic qualitative approach was used to analyze responses. We found that all participants responded that yes, STEM education was important at the elementary years, but that several themes emerged when considering reasons given, and that the types of responses given varied in terms of subject and complexity when comparing responses by respondents’ second major. These findings paint an initial picture of what future elementary STEM instruction might look like, and help us to offer suggestions for pre- and inservice teacher education.   

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