Abstract
In recent years, the presence of the acronym STEM has been increasing in the educational field. Although we are facing with a growing demand for STEM career skills, there are still low levels of interest in science and math. However, who has the responsibility to train future STEAM teachers? In this article we show the results of the research carried out with university students of primary education and master degree on teacher training (specialty in technology) from the realization of a seminar focused on the design of STEAM projects in two consecutive courses (18/19 and 19/20) and the analysis of the responses to two expressly designed questionnaires. Previous knowledge about STEM / STEAM and the predisposition of pre-service teachers towards the future design of projects based on the STEAM disciplines are compared. The results show differences between the previous knowledge and the perceptions of the future teachers and confirm the low prior knowledge with a slight tendency towards improvement when two consecutive courses are compared. The conclusions emphasize the need to integrate places for the training of STEAM teachers in the official curricula.
Presenters
Enric Ortega TorresPDI, Didà ctica de les Ciències Experimentals , Universitat de Valencia - Florida Universitaria, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
SCIENCE EDUCATION, STEAM, PRIMARY EDUCATION, SECONDARY EDUCATION, TEACHER TRAINING
