New Perspectives in Science Education

Numerous studies have shown that teachers in training do not feel competent and show insecurity in teaching scientific-technological subjects to their students [1]. Considering that the STEM (Science, Technology, Engineering and Mathematics) literacy of the future teacher needs to be improved, several experts consider that university education should consider teaching based on inquiry and research methods in order to prepare the teacher as a designer of meaningful and student-centred learning experiences [2]. The aim of this research is to improve the didactics of STEM areas in teachers in training through the implementation of projects applied to the secondary and primary classroom. To this end, a quasi-experimental methodology has been followed. The sampling process carried out has been non probabilistic for convenience due to the easy access to the participating students. The sample collected was made up of 290 teachers in training, both at the primary and secondary levels, aged between 21 and 40. Two questionnaires were designed as measuring instruments based on previous research and implemented as pre-test and post-test in order to assess before and after the elaboration of the STEM workshops variables related to the cognitive domain and variables related to the affective domain and to teaching self-efficacy. The results obtained in the pre-test reveal a low frequency of positive emotions in STEM areas and very low initial levels of knowledge and competence. On the contrary, the results extracted from the post-test show a significant positive evolution (Sig. < 0.05) in the participating students during the realization of these experiences, both from a didactic, competence and emotional point of view. On the other hand, the analysis of the different perceptions of the teacher in training reveals the need to carry out this type of experience in schools of different stages. Finally, it is concluded that the use of didactic strategies that use an integrated STEM approach can lead teachers in training towards positive attitudes regarding learning and scientific-technological teaching, as well as improving professional development and the quality of teaching in future actions [3].

Keywords: Teachers in training, STEM literacy, Workshops, Secondary education.

References:
[1] Mellado, V. et al. “Las emociones en la enseñanza de la ciencia”, Enseñanza de las Ciencias, 2014, pp. 11-36.
[2] Rocard, M. et al. “Science Education NOW: A renewed pedagogy for the future of Europe”, Brussels: European Commission, 2007.
[3] Van Aalderen, S. I., Walma, J. H. y Asma, L. J. “Primary teachers' attitudes toward science: A new theoretical framework”, Science education, 2012, pp. 158-182.