Model-Eliciting Activities: Pre-Service Teachers’ Perceptions of Integrated STEM

Abstract

This study examines how experiencing model-eliciting activities (MEAs) influenced elementary pre-service teachers’ (PSTs) perceptions of an engineering-based approach to integrated STEM. The participants included 17 elementary PSTs from large public universities located in the southeastern and western regions of the United States. The participants engaged in MEA engineering-based integrated STEM learning experiences. The data included open-ended reflections about the experience. The reflections were coded deductively using the elements of the Equity-Oriented STEM Literacy Framework: dispositions, applicability and utility, empowerment, critical thinking and problem solving, identity development, and empathy. The findings indicate that when PSTs use engineering to teach mathematics and science through MEAs and approach integrated STEM with an equity focus, they increase their knowledge about the applicability and utility of STEM while simultaneously developing their identities as STEM teachers; this positively influences their dispositions towards STEM and empowers them to be teachers of STEM.

Keywords

• integrated STEM
• elementary pre-service teachers
• engineering education
• equity
• model-eliciting activities