Examining STEM Teaching at the Intersection of Informal and Formal Spaces: Exploring Science Pre-service Elementary Teacher Preparation. Issue 3 (3rd April 2022)

• Record Type: Journal Article
• Authors: Douglass, Helen; Verma, Geeta
• Is Part Of: Journal of science teacher education. Volume 33:Issue 3(2022)
• Page Start: 247
• Page End: 261
• Publication Date: 2022-04-03
• Subjects: Out-of-field -- makerspaces -- informal science education -- elementary pre-service stem -- teaching; Science teachers -- Training of -- Periodicals; 507.1
• DOI: 10.1080/1046560X.2021.1911456
• Languages: English
• ISSNs: 1046-560X

Abstract

ABSTRACT: There is a growing emphasis on Science, Technology, Engineering, and Mathematics (STEM) education focused learning spaces vis-à-vis science education in the US public schools. These STEM learning spaces mostly take place in informal learning spaces such as STEM makerspace, coding academies, and STEM camps. With this emphasis, teachers teaching science in elementary grades may find themselves being asked to teach in STEM focused learning spaces that lay outside of their areas of expertise in science teaching to teach STEM concepts and skills (e.g., computational thinking, 3-D Modeling, TinkerCAD). This problem is further compounded by the fact that many informal spaces (e.g., STEM makerspaces) are now being integrated into formal school structures and schedules. This paper shares findings by examining the preparation of elementary pre-service teachers for teaching in one informal space—a STEM makerspace. We used an exploratory qualitative design method and share results that indicate including preparation in informal STEM teaching may be beneficial in one elementary teacher preparation program.