Pregled bibliografske jedinice broj: 1126000
Evaluating Preservice STEM Teachers' Interconnected Perceptions of Mathematics, Science, and STEM
Evaluating Preservice STEM Teachers' Interconnected Perceptions of Mathematics, Science, and STEM // American Educational Research Association
San Francisco (CA), Sjedinjene Američke Države, 2020. (predavanje, međunarodna recenzija, ostalo, znanstveni)
CROSBI ID: 1126000 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Evaluating Preservice STEM Teachers' Interconnected
Perceptions of Mathematics, Science, and STEM
Autori
Kurz, Terri. L. ; Yanik, Huseyin Badahir ; Batarelo Kokić, Ivana ; Lee, Mi Yeon ; Bloom, Pacific
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, ostalo, znanstveni
Skup
American Educational Research Association
Mjesto i datum
San Francisco (CA), Sjedinjene Američke Države, 17.04.2020. - 21.04.2020
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
STEM teaching ; Personal Construct Theory
Sažetak
How preservice teachers perceive mathematics, science and STEM teaching and learning is important in guiding the design and development of university curriculum. In this study, we used Personal Construct Theory (Kelly 1955) as a framework to guide our understanding of their perceptions of mathematics, science and STEM. The Theory is supportive in that participants define constructs based on their viewpoints with less researcher interference and bias. Our results showed that preservice elementary/middle school STEM teacher still have very narrow perceptions of learning in relation to mathematics, but are more open minded in terms of science, and are much more aware regarding STEM teaching and learning. We recommend continued efforts to encourage interdisciplinary learning with a particular focus on mathematics.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
