Author(s):
Need:
In today’s rapidly evolving world, Science, Technology, Engineering, and Mathematics (STEM) literacy is increasingly vital for individuals to navigate and contribute to society effectively. Elementary education lays the foundation for STEM literacy, making it imperative to instill STEM concepts and skills early on. However, research indicates that many elementary pre-service teachers (PSETs) lack adequate preparation in STEM subjects. This deficiency in STEM preparation translates into a lack of efficacy and confidence among teachers when it comes to teaching crosscutting STEM concepts—a significant challenge facing the US education system. Moreover, as scientific inquiry increasingly integrates mathematics across various disciplines, the importance of robust mathematics content knowledge among educators cannot be overstated. Mathematics serves as a fundamental tool for understanding and solving real-world problems, making it indispensable for effective STEM instruction. Despite its significance, the preparation of PSETs in mathematics is often inadequate, further exacerbating the challenges in STEM education.
Recognizing the critical need to address these deficiencies, there is a growing call to prioritize the enhancement of K-12 STEM education through improved undergraduate pre-service STEM teacher education. The US Department of Education emphasizes the positive correlation between teachers’ subject matter preparation and their performance in the classroom. Thus, enhancing the quality of preparation for PSETs, particularly in mathematics, emerges as a national imperative in ensuring effective STEM education in elementary schools.
Guiding Questions:
This project focuses on implementing the ACE (Applying, Connecting, Experiencing) model in mathematics content courses for PSETs. By applying knowledge to teaching practice, connecting crosscutting concepts through STEM inquiries, and experiencing community-based experiential learning, the ACE model aims to engage PSETs in active mathematics learning. The study, involving over 400 participants across four institutions, seeks to assess 1) the impact of the ACE model on PSETs attitudes towards STEM teaching, and 2) the effectiveness of Integrated Mathematics-Enhanced (IME) STEM inquiry in afterschool activities on teaching practices.
Outcomes:
This poster presents findings from survey analyses conducted on the implementation of one IME STEM module, “3D crystal lattice structure of solids, 3D printing technology, and visualization,” within the ACE math courses in the first year. Results indicate a significant increase in pre-service teachers’ Elementary STEM Instruction, Science Teaching Efficacy and Belief, and knowledge acquisition in 3D printing technology, visualization, and programming concepts, as measured by pre- and post-surveys.
Broader Impact:
Engaging over 400 pre-service teachers in STEM learning, this project facilitates the acquisition of 21st-century workforce skills. The findings offer a scalable model cross diverse institutional setting. Additionally, the project fosters sustainable collaborations between STEM disciplinary experts and education practitioners, bridging research, practice, and learning. With over 500 elementary school students participating in afterschool programs and interacting with PSETs, the project enhances community engagement and establishes structured afterschool STEM programs for high-needs students. Ultimately, the ACE model contributes to STEM outreach programs, promoting community engagement and sustainability in afterschool STEM initiatives.
Coauthors
Jia He, Augusta University; Herve Collin, Kapi’olani Community College; Su Liang, University of Texas at San Antonio
