Pre-Service Chemistry Teachers’ Pedagogical Content Knowledge for Integrated STEM Development with LESMeR Model

Chemistry Education Research And Practice, cilt.1, ss.1-25, 2020 (SCI-Expanded)

Yayın Türü: Makale / Tam Makale
Cilt numarası: 1
Basım Tarihi: 2020
Doi Numarası: 10.1039/d0rp00074d
Dergi Adı: Chemistry Education Research And Practice
Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, ERIC (Education Resources Information Center)
Sayfa Sayıları: ss.1-25
Van Yüzüncü Yıl Üniversitesi Adresli: Evet

This study aimed to examine pre-service teachers’ (PST) personal and declarative pedagogical content knowledge (PCK) for

integrated science, technology, engineering, and mathematics (STEM) through a 13-week training course. A new model

based on research-based practices was proposed. The model includes Learn, Experience, Study with Mentors, and

Reflection on own development and learning, and the acronym LESMeR has been coined as the name for this model. The

data were collected through Content Representation (CoRe) as pre- and post-lesson plans, semi-structured interviews

conducted after the training, and reflection papers written on a weekly basis. Inductive and deductive data analysis was

employed. Results revealed that all participants started the training with a topic-specific PCK (PCK A). None of the

participants’ pre-CoRe included essential features of integrated STEM. However, after the training, eight participants were

able to balance among STEM disciplines, and integrated at least two STEM disciplines; this was coded as PCK for integrated

STEM (PCK C). Five PSTs showed PCK for integrated STEM development to some extent but they were unable to achieve

balance among STEM disciplines; this was coded as transitional PCK (PCK B). Results revealed that PCK for integrated STEM

development requires considerable time and support. Implications are provided for integrated STEM education.