Event Title
STEM Self-Efficacy and Pre-Service Teachers: Results from an Undergraduate Research Experience
Document Type
Presentation
Abstract
Numerous preservice teachers (PSTs) have low self-efficacy regarding STEM education classroom integration. Research reveals that learning about STEM education through research engagement aids PSTs’ overall self-efficacy. While efforts are being made at making education preparation programs (EPP) more research-oriented, there is still a dire need for undergraduate research experiences (URE) centered on STEM content integration for PSTs. Using a mixed methods approach, this case study details the benefits an URE had on PSTs (N = 5) through an analysis of emerging themes and STEM self-efficacy survey. This presentation will utilize photographic evidence to provide a visual example of an implemented research experience.
Keywords
STEM, Education, Undergraduate Research
Persistent Identifier
http://hdl.handle.net/10950/2974
STEM Self-Efficacy and Pre-Service Teachers: Results from an Undergraduate Research Experience
Numerous preservice teachers (PSTs) have low self-efficacy regarding STEM education classroom integration. Research reveals that learning about STEM education through research engagement aids PSTs’ overall self-efficacy. While efforts are being made at making education preparation programs (EPP) more research-oriented, there is still a dire need for undergraduate research experiences (URE) centered on STEM content integration for PSTs. Using a mixed methods approach, this case study details the benefits an URE had on PSTs (N = 5) through an analysis of emerging themes and STEM self-efficacy survey. This presentation will utilize photographic evidence to provide a visual example of an implemented research experience.