Twenty-eighth International Conference on Learning

Abstract

The aim of this study is to determine: To what extent are elementary teachers influenced by their curiosity when presented with professional development (PD) opportunities? Did the pandemic overshadow their curiosity about STEM teaching or strengthen their STEM skills? Elementary teachers who taught science and or mathematics within the last three years were invited to complete an online survey designed for participants to self-report their perceptions about stretching and embracing curiosity traits. The seventy-two respondents described their PD learning preferences and goals prior to the pandemic and planning for Fall 2020. Twenty percent of the respondents participated in post survey virtual focus groups. The focus group participants were invited to share their Spring 2021 reflections by responding to four of the original survey questions. The findings indicate that teachers who selected both curiosity traits were more likely to explore STEM professional development directly impacting their students rather than deeper self-knowledge. Teachers who did not self-report both curiosity traits selected only in school or preplanning PD. As we traverse through post pandemic teaching and learning, implications for future PD should include a curiosity mindset. Designers of STEM PD are encouraged to infuse inquiry learning with intentional curiosity experiences so teachers will be inspired to cultivate STEM curiosity with their students.