NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137926
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Investigating Changes in Preservice Teachers' Conceptions of STEM Education Following Video Analysis and Reflection
Radloff, Jeffrey; Guzey, Selcen
School Science and Mathematics, v117 n3-4 p158-167 Mar-Apr 2017
Nationally, there is a steadily increasing emphasis on the improvement of STEM education. This includes the integration of STEM subjects that have been traditionally taught separately, making it critical that prospective STEM educators are equipped to teach using integrated STEM approaches. Connected, an important challenge is providing preservice STEM teachers with experiences in which they can develop an understanding of how to optimize learning through integrated STEM instruction. A potentially effective way to foster this conceptualization is through video analysis of integrated STEM practices. To investigate this possibility, here we present a semester-long study focused on engaging preservice STEM teachers with observing, analyzing, and reflecting about instructional STEM practices through a video-based intervention. Findings suggest that viewing and reflecting on integrated STEM practices may enhance preservice STEM teachers' conceptions of integrated STEM approaches, representing a practical method of preservice STEM teacher professional development.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A