Abstract
This chapter presents a model for designing and developing a globally-focused interdisciplinary STEM program in preservice teacher education. It provides an overview of a STEM program model that was developed to further strengthen the participants' skills and knowledge in STEM in a collaborative and experiential learning context. The model leverages the affordances of instructional technology while drawing on the learning to teach in community conceptual framework which facilitates learning through five core components: vision, understanding, disposition, practice, and tool. The program components align well with this framework as it emphasizes the competencies of the participants in developing a vision of empowerment in culturally relevant contexts. The opportunities and challenges of developing such a program are discussed. The chapter concludes with a model for establishing program goals and objectives and leveraging the affordances of technology to enhance student learning.
TopIntroduction
The authors of this chapter take an interdisciplinary approach to examining STEM education in teacher education within a global context. They aim to address critical issues, challenges and opportunities that pertain to science, technology, engineering, and math (STEM) and STEM education. There is an increasing, yet unmet, demand for workers with expertise in STEM disciplines and this increasing demand aligns with the increasing trend of shortage in STEM education (Love & Love, 2023). The increasing demand for talented workers in STEM fields troubles higher education, particularly STEM teacher education programs (Bransberger et al., 2020). Research shows that STEM preparation programs are experiencing reduced enrollment and a shortage of STEM students, especially among underrepresented minority students (Jehangir et al., 2022; Nealy & Orgill, 2019). According to the National Center for Educational Statistics (2022), only 15% or fewer minorities such as African Americans, Hispanics, Native Americans, and women earn degrees in STEM. African Americans and Hispanics constitute only 12% of students pursuing undergraduate STEM degrees even though they represent around 30% of the U.S. population. Data also indicate that 48% of students who enter college with STEM majors leave before graduation. African American students are the most likely ethnic group to drop out (29%) or change to non-STEM majors (36%).
In addition to the existence of significant underrepresentation of large demographic groups in the STEM workforce, there is considerable growing concern about achievement gaps and lack of appropriate skill development among STEM graduates (Madden et al., 2013; Patrick & Sturgis, 2013). Research (Kwok, 2018; Madden et al., 2013) indicates that colleges train and educate scientists in a traditional manner while new challenges place different demands on science. There has been broad agreement that there is a need for new curricula to engage students in meaningful and empowering ways. Madden et al. (2013) explain that although traditional science training provides a solid foundation of facts and basic science techniques, it rarely examines how to foster inter and transdisciplinary problem identification and solving skills. Along the same line of thought, Kwok (2018) argues that the traditional disciplines of science have been broken down into numerous research fields. A focus of science teaching has been on presumed inquiry procedures.
According to Kwok (2018), today researching, teaching and learning in the sciences is viewed more as a problem-solving process rather than hypothesis or theory based. Science is becoming cross- or transdisciplinary, connecting the natural and social sciences. To be relevant to the current context and age, science courses are required to be organized in terms of problems, projects, investigations, and experiments in applied settings. STEM education transcends traditionally defined STEM fields such as sciences or engineering. Fundamental knowledge and skills related to STEM can affect individuals’ daily functioning as well as professional success. It takes interdisciplinary or transdisciplinary training to incorporate STEM into different fields such as education or teacher education. Research (e.g., Coiro et al., 2016; Pfeiffer et al., 2019) documented the need for individuals who are well-prepared in their professions yet who are also uniquely prepared to engage diverse knowledge, skills, and dispositions of professionals through an interdisciplinary lens.
Key Terms in this Chapter
Transdisciplinary: Emphasizes knowledge, skills, and dispositions that are shared and valued by all team members across disciplines. Transdisciplinary is knowledge/skills-based.
Study Abroad: Was embedded within online learning and in-person on-campus visits in this program. Participants had opportunities to engage with others from three countries.
Cultural Responsiveness: Deep understanding of a culture that is different from an individual’s home culture. Cultural responsiveness in this chapter also includes reflections on different cultures and engagement in diverse activities, including different language activities.
Interdisciplinary: Refers to the approach of a model across disciplines through collaborations and partnerships. Interdisciplinary is approach-based.
Community: Refers to both physical and virtual environments, as well as local and global settings, that provide a foundation for peer support, collaboration, and a sense of collective identity. Community-based learning experiences in a global context encourage reflection on teaching and learning practices beyond local boundaries.
Online Learning: Refers to both synchronous and asynchronous learning modules, activities, and projects, primarily through Canvas learning modules and Zoom meetings.
Stem Education: Goes beyond traditionally defined science, technology, engineering, and mathematics (STEM) disciplines as competence-based, student-centered, and culturally relevant STEM-related teaching and learning in global contexts.