Exploring Orientations toward STEM Education of Pre-service Science Teachers
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Abstract
Orientations toward STEM Education is a key component that articulate and predict teaching’s practices
in their classroom. The objectives of this study was explore orientations toward STEM education of 24 fourth
year pre-service science teachers who were studying in the bachelor of education in majoring science in
science teaching. Open-ended questionnaire including understandings of each discipline in STEM education,
the importance of teaching STEM education, designing STEM education activities ; role of teachers and
students, teaching strategies, instructional media, and assessment of student learning. The data gathered
were analyzed by interpretive. The findings indicate that pre-service science teachers held partial understandings
of STEM education including characteristics of each discipline in STEM education (science, technology,
engineering, and mathematics). The orientation towards STEM education of pre-service teachers relied on
project-based learning.
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