Writing 6 PG Literature Review in Math ED

Author/Title

Purpose

Sample

Results

Implications

1

Supporting Elementary Pre-Service Teachers to Teach STEM Through Place-Based Teaching and Learning Experiences

Anne E. Adams

University of Idaho

Brant G. Miller

University of Idaho

Melissa Saul

University of Hawai'i - West O'ahu

Jerine Pegg

University of Alberta

Many elementary teachers feel less knowledgeable

about STEM content and less comfortable teaching STEM than other subjects.

Data were collected on elementary preservice teachers’ perceptions of their experiences as they participated in, planned, and enacted

integrated place-based STEM education lessons.

Findings indicate that experiences with STEM

learning and teaching through integrated, place-based activities had a positive impact on preservice teachers’ understanding of place-based approaches, their perceived ability, and projected

intent to design and implement place-based STEM learning activities.

In order to prepare teachers to meet the challenges of a rapidly changing human

landscape, we, as teacher educators, need to provide authentic, and meaningful experiences that

are situated in place, build community, and show pre-service teachers that they have resources

and partners eager to support the educational mission of community schools beyond the walls of

their school buildings.

Our findings suggest that within teacher education courses, methods instructors can

and should employ place-based pedagogy as a way to increase knowledge of STEM related

elementary teachers’ comfort with learning and teaching STEM content; and prepare pre-service

teachers for effectively using local spaces for inquiry instruction

2

This study aims at examining elementary pre-service teachers’ integrative STEM intentions.

This study applies the theory of planned behavior as a basis for exploring the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intention toward (STEM) education among Taiwanese preservice science teachers.

The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education.

Examines the learning experiences integrated STEM project

purpose of helping teachers learn how to design and implement (STEM) lessons using robotics.

The purpose of this article is to evaluate an intensive, integrated model for teacher

preparation, specifically, a preservice STEM teacher education model

Quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled

in two public universities.

Questionnaires (N = 139) collected information on the behavioral intention of preservice science teachers engaging in STEM education. Data were analyzed using descriptive statistics, path analysis, and analysis of variance.

a large set of qualitative data was collected, this paper reports on the progress and reflections of the teacher education students, and shares insights into their personal learning and development as teachers.

9 female teacher education students and 71 schoolgirls in Years 5 and 6

Examines the learning experiences of 291 Year 5 and 6 Indonesian primary school students, across four schools in North Jakarta, who participated in an integrated STEM project

Data were collected from surveys, classroom observations, interviews, and lesson plans. Both quantitative and qualitative data analyses indicated that pre-service teachers engaged in robotics activities actively and mindfully.

STEM preservice teachers

participated in a cooperative teaching experience which placed them at the school site

for their university course work and field placements, thus ensuring a more seamless

connection between theory and practice.

Findings of this study showed that

there was no significant difference between pre-service teachers’ scores on knowledge, attitude,

value perceived behavioral control, and behavioral intention regarding gender.

However, there was

a significant difference between pre-service teachers’ scores on subjective norm regarding gender.

Results revealed that, in terms of direct effects, higher perceived behavioral control and subjective norms were associated with stronger STEM teaching intention. More positive attitude and greater knowledge were indirectly associated with higher subjective norms and perceived behavioral control, which resulted in stronger STEM teaching intention

The results indicated that a Makerspace approach was very effective in engaging students in the STEM space, and students were also challenged to work collaboratively in groups mentored by pre-service teachers.

analyses indicated that pre-service teachers engaged in robotics activities actively and mindfully. Their STEM engagement improved overall. Their emotional engagement (e.g., interest, enjoyment) in STEM significantly improved and in turn influenced their behavioral and cognitive engagement in STEM.

The findings from this comparative study of

the STEM preservice students in the teaching co-op and STEM preservice teachers in a

traditional preparation model indicates that the STEM preservice teachers in the teaching

cooperative model - - were more confident about their teaching skills, more comfortable with

their content knowledge, and prepared to work effectively with high-needs students

Using STEM activities in classroom environment would allow opportunities for pre-service teachers to become effective elementary teachers. Throughout the longitudinal

research studies,

observation notes can be taken, and interviews would be conducted to investigate

elementary pre-service teachers’ STEM teaching intentions deeply.

The most important factors appeared to include developing preservice teachers’ (a) positive appreciation regarding STEM outcomes and teaching and (b) competency in resolving difficulties related to STEM teaching

STEM teacher education programs must stress developing preservice teachers’ behavioral intention toward STEM teaching and related socioaffective factors and not just emphasize developing their knowledge in science, technology, engineering, and mathematics

With the application of STEM knowledge and skills, we also posit that the Makerspace approach is effective in the acquisition and demonstration of 21st century skills: problem-solving, critical and creative thinking, collaboration, and communication.

suggest that robotics can be used as a technology in activities designed to enhance teachers' STEM engagement and teaching through improved attitudes toward STEM