Literature review -Summaries

STEM Teaching at the Elementary school

RQ: How do we prepare preservice teachers to engage in STEM teaching at the elementary?

Science, Technology, Engineering and Mathematics (STEM)

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 instructionneed it tomorrow 12 noon

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