Pioneering STEM Education for Pre-Service Teachers
Pioneering STEM Education for Pre-Service Teachers
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为职前教师开创 STEM 教育
DOI：
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发表时间：
2016
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通讯作者：
Sharon Friesen
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作者：
A. P. P. Babb;M. Takeuchi;G. Yanez;K. Francis;Dianne Gereluk;Sharon Friesen
尽管世界各地已经采取了许多举措来促进和招收学生进入科学、技术、工程和数学 (STEM) 领域的高等教育学习，但 K 至 12 学校和教师教育的传统学习项目仍然缺乏对这些学科的综合方法。针对这一问题，卡尔加里大学Werklund教育学院开始为本科教育学士课程提供STEM教育课程。本文的目的是记录本课程的第一次迭代。我们借鉴了四位讲师的叙述，包括课程协调员以及积极参与课程创建和批准的管理人员。我们描述了该课程及其与该项目理念的联系，研究了该课程的构思背景（包括国家和省级政策），并解决了管理人员、教师和学生在课程创建和实施过程中遇到的一些挑战和可能性。
While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklund School of Education of the University of Calgary started to offer a course in STEM education for the undergraduate Bachelor of Education program. The purpose of this article is to document the first iterations of this course. We draw from narratives of four instructors, including the coordinator of the course, and administrators who were actively involved in creation and approval of the course. We describe the course and its connection to the philosophy of the program, examine the context in which this course was conceived—including both national and provincial policy—and address some challenges and possibilities experienced by administrators, instructors and students during the creation and implementation of the course.