by Sharon A. Brusic, Millersville University of Pennsylvania; Nanette Marcum-Dietrich, Millersville University of Pennsylvania; Jennifer Shettel, Millersville University of Pennsylvania; & Janet White, Millersville University of Pennsylvania
Preservice teachers in early childhood (pre-K–4) education teacher preparation programs typically experience content-specific pedagogy courses that operate in isolation from each other. In addition, preservice teachers are rarely given the opportunity to learn about integrative teaching in science, technology, engineering, and mathematics (STEM). In this article, the authors describe how Millersville University of Pennsylvania, a midsized regional public university in the Mid-Atlantic Region, addressed this issue in their teacher preparation program by creating an integrative STEM (iSTEM) minor that provided preservice teachers with five additional courses that explored how to implement STEM in early childhood classrooms in developmentally appropriate ways with a design-based pedagogy. This article introduces the program, including the specific coursework that preservice teachers engage in as well as other programmatic features that contribute to the success of the minor in increasing the confidence and skill levels of future teachers in successful STEM integration techniques. Photographs and artifacts are included to provide readers with a clearer picture of the types of learning activities and assignments in which students engaged. The article concludes with qualitative comments from students who participated in this program.
Many elementary teachers in the United States receive little to no STEM-focused professional learning during an average school year. When elementary teachers do participate in professional learning opportunities focused solely on STEM teaching and learning, they are often positioned as novices in need of improvement or instruction rather than colearners and cocontributors to the learning community. In this article, I describe the STEM Teacher Leader Collaborative as one way to address current challenges in STEM-focused professional learning and as an infrastructure for responsive teacher learning. I highlight the STEM Teacher Leader Collaborative as a model of a responsive professional learning network with radical hope, describing its guiding principles and the meanings teachers make of their experience within the network.
In this article, we describe an assignment that we have developed in our Engineering for Elementary Teachers course. The assignment was designed to address social justice within the engineering design process. In this course, preservice teachers (PSTs) develop an engineering project that integrates six criteria of engineering for social justice into their lesson plan as a way to make the social relevance of engineering more apparent. Beyond having teachers develop an engineering lesson plan, the goal is to increase awareness of the social justice dimension of engineering as a strategy for integrating culturally relevant pedagogies into engineering lessons. In this article, we share several lessons our PSTs have developed as well as insights that they gained about the relationship between engineering and social justice. We also share some of the challenges that the PSTs faced and the insights that we gained about integrating social justice criteria into engineering lessons.
Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to implement and how to do so in their classrooms. In this article, we describe a series of activities used in a week-long professional development workshop designed to elicit K–12 teachers’ conceptions of STEM and the roles that science, technology, engineering, and mathematics play in STEM education. These activities not only engage teachers in conversations with peers and colleagues in a professional development setting but also enable teachers to reflect on their learning related to STEM education in the context of creating lesson plans and considering future teaching. In addition to describing these activities, we share suggestions related to how these activities may be used in venues outside of professional development.
In today’s society, we face many complex environmental, social, and economic challenges that can be addressed through a lens of sustainability. Furthermore, our efforts in addressing these challenges must be collective. Science education is foundational to preparing students with the knowledge, skills, and dispositions to engage in this work in professional and everyday capacities. This article describes a teacher education project aimed at preparing middle and secondary preservice and alternatively certified science teachers to teach through a lens of sustainability. The project was embedded within a middle and secondary science teaching methods course. Work produced by the teacher candidates, including case-study research presentations and week-long instructional plans, is described.
Over the past two decades, science and engineering education faculty at Towson University have implemented a number of course innovations in our elementary and early childhood education content, internship, and methods courses. The purposes of this paper are to: (1) describe these innovations so that faculty looking to make similar changes might discover activities or instructional approaches to adapt for use at their own institutions and (2) provide a comprehensive list of lessons learned so that others can share in our successes and avoid our mistakes. The innovations in our content courses can be categorized as changes to our inquiry approach, the addition of new out-of-class activities and projects, and the introduction of engineering design challenges. The innovations in our internship and methods courses consist of a broad array of improvements, including supporting consistency across course sections, having current interns generate advice documents for future interns, switching focus to the NGSS science and engineering practices (and modifying them, if necessary, for early childhood), and creating new field placement lessons.
This paper describes the experiences of three science educators who used student-generated photographs in their methods classes. The paper explains the impetus for the idea and includes a summary of the literature that supports the use of photographs to teach science. The authors explain the process that they used in their classes and share examples of student-generated photographs. The paper concludes with a summary of the benefits that the authors felt occurred through the use of the photographs including the building of community within the classes and the encouragement of the preservice teachers’ identity as science learners and future science teachers.
This article explores the integration of culturally relevant practices and student expertise into lesson planning in a university-level science methods course for preservice elementary teachers (PSETs). The project utilized a conceptual framework that combines food pedagogy and funds of knowledge, modeling an approach to lesson design that PSETs can use in their future classrooms to bring students’ worldviews to the forefront of science learning. The article gives an overview of the conceptual framework and the origins of the project. It describes the steps involved in the design, review, and delivery of lessons by PSETs and discusses implications for instructional practices in science teacher education and science learning in elementary schools. The article concludes with a discussion of major outcomes of the use of this framework, as evidenced by PSET pre- and post- project reflections: student-centered curriculum development, increased PSET self-confidence, integrated learning for both PSET and the students, and sustained levels of engagement.
Preservice elementary teachers (PSETs) often have limited opportunities to engage as teachers of science. As science-teacher educators, it is important to create experiences where PSETs can interact with science learners to facilitate authentic and engaging science learning. Using informal science learning environments is one opportunity to create positive teaching experiences for PSETs. This manuscript describes the use of a Family Science Night during an elementary science methods course where PSETs are responsible for designing and facilitating engaging science content activities with elementary students.