Abstract
Elementary teacher preparation programs prepare their pre-service teachers (PSTs) to teach STEM. In this study, two teacher educators in the disciplines of science and mathematics utilized a modified “Draw a Science Teacher” (DASTT-C) framework (Thomas et al., 2001) and the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005) to understand PSTs' conceptions of integrated STEM and how they plan and assess their lessons. This research brief discusses some of the results of 16 PSTs’ pre- and post-DASTT-C results as well as analysis of STEM lesson plans written during their third-year pre-service program.
Document Type
Brief
DOI
10.5703/1288284317706
Recommended Citation
Byers, Jelena and Bartels, Selina, "Elementary Preservice Teachers' Conceptions and Ability to Develop and Assess Integrated STEM Lessons" (2024). Indiana STEM Education Conference. 2.
https://docs.lib.purdue.edu/instemed/2024/briefs/2
Included in
Elementary Preservice Teachers' Conceptions and Ability to Develop and Assess Integrated STEM Lessons
Elementary teacher preparation programs prepare their pre-service teachers (PSTs) to teach STEM. In this study, two teacher educators in the disciplines of science and mathematics utilized a modified “Draw a Science Teacher” (DASTT-C) framework (Thomas et al., 2001) and the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005) to understand PSTs' conceptions of integrated STEM and how they plan and assess their lessons. This research brief discusses some of the results of 16 PSTs’ pre- and post-DASTT-C results as well as analysis of STEM lesson plans written during their third-year pre-service program.