Successful with STEM? A Qualitative Case Study of Pre-Service Teacher Perceptions

This research is a qualitative case study of pre-service teachers' experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation. Keywords: STEM, Middle Level Education, Teacher Preparation, Case Study Science, Technology, Engineering, and Mathematics (STEM) Education is at the forefront of educational reform initiatives at both national and state levels in the United States. With strong job growth projected in STEM-related fields over the next 10 years and a lack of students choosing pathways to these careers, continued reform in STEM-based learning is crucial to meeting economic demands (United States Department of Education, 2015). The United States is falling behind internationally in STEM areas. Currently, the United States is ranked 29th in mathematics and 22nd in science among other industrialized nations (United States Department of Education, 2015). The disparity between the projected numbers of STEM careers and the numbers of STEM proficient students entering associated college majors and pursuing STEM-related fields is unacceptable. The need for enhancing and growing STEM principles can be seen globally as well. In the United Nations Education, Scientific, and Cultural Organization (UNESCO)'s most recent science report, themes concerned with the growth of "science, technology, and innovation" demonstrate parallels to STEM trends found in the United States. These global initiatives of many member countries note the increased pressure on science to grow and develop to meet challenges that humanity faces from environmental crises, both human and man-made (Soete, Schneegans, Erocal, Angathevar, & Rasiah, 2015). The solutions for how to improve the number of students choosing STEM careers is multifaceted and likely does not include a global solution that works for all contexts. Studies with specific contexts and influence on policy and program improvement may allow for incremental innovation and contribution to the complex global need for STEM professionals. Despite the projection of a need for additional STEM professionals, much of educational research reports teachers are unqualified or insufficiently trained to teach the STEM subjects. Teacher misconceptions and a lack of training for teaching STEM subjects is creating students with inadequate STEM experiences and little preparation to enter STEM college majors and careers (Benken & Stevenson, 2014; Colbert, 2014; Garrett, 2008; O'Neill, Yamagata, Yamagata, & Togioka, 2012). Quality professional development programs and partnerships are demonstrating progress in addressing improvement for current in-service teachers, yet they do not fully address additional layers of the problem (Avery & Reeve, 2013; Gillespie, 2015; Han, Yalvac, Capraro, & Capraro, 2015; Nadelson, Callahan, Pyke, Hay, Dance, & Pfiester, 2013; Schuster, Buckwalter, Marrs, Pritchett, Sebens, & Hiatt, 2012), namely, that the need for such professional development programs indicates that pre-service teachers are graduating unprepared to teach in the STEM-rich environment of today's schools. …