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Holincheck, Nancy M.; Galanti, Terrie M. – School Science and Mathematics, 2023
This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in-service teachers (n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an…
Descriptors: STEM Education, Professional Identity, Graduate Study, Inservice Teacher Education
Melissa J. Luna; Malayna Bernstein; Janet D. K. Walkoe – School Science and Mathematics, 2023
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a…
Descriptors: Mathematics Education, Equal Education, Culturally Relevant Education, Teacher Behavior
Johnson, Todd M.; Byrd, Kelly O.; Allison, Elizabeth R. – School Science and Mathematics, 2021
The purpose of the current study was to evaluate the impact of co-taught integrated STEM methods instruction on preservice elementary teachers' self-efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to…
Descriptors: STEM Education, Preservice Teacher Education, Preservice Teachers, Methods Courses
Maiorca, Cathrine; Mohr-Schroeder, Margaret J. – School Science and Mathematics, 2020
Science, technology, engineering, and mathematics (STEM) integration is a desired outcome according to Next Generation Science Standards. However, learning to teach integrated STEM content has been challenging for teachers. Consequently, the purpose of this qualitative study was to describe how 16 preservice teachers enrolled in a mathematics…
Descriptors: STEM Education, Engineering Education, Preservice Teachers, Integrated Activities
Webb, Donna L.; LoFaro, Keelan P. – School Science and Mathematics, 2020
This study investigated the effect of a STEAM (science, technology, engineering, arts, and mathematics) methods course on elementary preservice teachers' (PTs') perceptions of self-efficacy to teach engineering practices. The course positioned engineering as the primary content area from which to integrate other subjects. To enhance PTs'…
Descriptors: Engineering Education, Self Efficacy, Methods Courses, Art Education
Peters-Burton, Erin E.; House, Ann; Peters, Vanessa; Remold, Julie – School Science and Mathematics, 2019
Increasingly, STEM focused high schools are used prepare students for college STEM majors and launch them into STEM careers. Yet a new focus on STEM education at the elementary levels suggests that the importance of STEM education is much broader than a preparation for workforce needs in high school or college. This paper describes a case study…
Descriptors: STEM Education, Elementary Education, Elementary School Students, Art Education
Cormas, Peter C.; Middlemiss, Samantha – School Science and Mathematics, 2019
Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to…
Descriptors: Preservice Teachers, Elementary Education, Elementary School Science, Elementary School Mathematics
Hill-Cunningham, P. Renee; Mott, Michael S.; Hunt, Anna-Blair – School Science and Mathematics, 2018
STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a…
Descriptors: STEM Education, Elementary Education, Elementary School Students, Relevance (Education)
Parker, Carolyn; Smith, Erica L.; McKinney, David; Laurier, Amanda – School Science and Mathematics, 2016
This study describes how student unit assessment data helped support ongoing curriculum revisions in the Baltimore City School District. This project is situated in the STEM Achievement in Baltimore Elementary Schools (SABES) project, which is a National Science Foundation funded multi-year Math Science Partnership between the Johns Hopkins…
Descriptors: Elementary Education, STEM Education, Science Curriculum, Curriculum Development
Parker, Carolyn; Abel, Yolanda; Denisova, Ekaterina – School Science and Mathematics, 2015
The new standards for K-12 science education suggest that student learning should be more integrated and should focus on crosscutting concepts and core ideas from the areas of physical science, life science, Earth/space science, and engineering/technology. This paper describes large-scale, urban elementary-focused science, technology, engineering,…
Descriptors: Elementary Education, STEM Education, Urban Schools, School Districts
Baldwin, Kathryn A. – School Science and Mathematics, 2014
This study examined prospective elementary education majors' science teaching self-efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI-B) was administered during the first and last lab class sessions. Additionally, students were…
Descriptors: Elementary School Teachers, Science Instruction, Science Teachers, Geology
Lewis, Scott; Maerten-Rivera, Jaime; Adamson, Karen; Lee, Okhee – School Science and Mathematics, 2011
The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers'…
Descriptors: Teacher Characteristics, Second Language Learning, Grade 3, Science Instruction
Luo, Fenqjen; Lo, Jane-Jane; Leu, Yuh-Chyn – School Science and Mathematics, 2011
The purpose of this paper is to show the similarities as well as the differences of fundamental fraction knowledge owned by preservice elementary teachers from the United States (N = 89) and Taiwan (N = 85). To this end, we examined and compared their performance on an instrument including 15 multiple-choice test items. The items were categorized…
Descriptors: Preservice Teacher Education, Preservice Teachers, Test Items, Multiple Choice Tests
Cone, Neporcha – School Science and Mathematics, 2009
Bandura (1997) contends that when compared to other sources of efficacy, mastery experiences, when presented appropriately, have the most powerful influence on self-efficacy. The purpose of this study was to investigate the effects of community-based service learning (CBSL) experiences on preservice elementary teachers' personal self-efficacy…
Descriptors: Preservice Teachers, Self Efficacy, Service Learning, Preservice Teacher Education
Capraro, Mary Margaret; Ding, Meixia; Matteson, Shirley; Capraro, Robert M.; Li, Xiaobao – School Science and Mathematics, 2007
Teachers and researchers have long recognized that students tend to misunderstand the equal sign as an operator; that is, a signal for "doing something" rather than a relational symbol of equivalence or quantity sameness. Students' equal sign misconception has been researched for more than thirty years (Weaver, 1971, 1973) with little…
Descriptors: Foreign Countries, Misconceptions, Symbols (Mathematics), Mathematical Concepts