Abstract
Science, Technology, Engineering, and Mathematics (STEM) integrated curricular approach has become the leading type of education reform worldwide. This paper presents a STEM integrated collaborative activity to enhance STEM knowledge among pre-service mathematics and chemistry teachers. Well-structured and planned on-site workshops on STEM activities were delivered to pre-service teachers while growing mathematics and science content knowledge and pedagogical practices. The qualitative content analysis research methodology was used to identify relevant topics related to post reflective questions regarding pre-service teacher perspectives on the experience gained through the collaborative practices at the STEM workshop. The results show that the workshop had a positive effect on pre-service teachers’ conceptualization of STEM—through collaborative, participatory practices, an effective learning environment while bringing attention to teacher professional development and education policymakers. Key elements of this study approach included: (1) collaboration between university professors to teach and incorporate STEM in higher education; (2) unique partnership among mathematical and chemistry pre-service teachers; and (3) professional development, which is devoted and adopted into a study course.
Highlights
Science, Technology, Engineering, and Mathematics (STEM) has received a great deal of attention in recent years and is growing every day
It ought to mention that there were minimal and limited answers from the pre-reflections
The current Kosovo curriculum is theoretically designed to allow for greater integration of subjects, challenges remain, mainly STEM integration education
Summary
Technology, Engineering, and Mathematics (STEM) has received a great deal of attention in recent years and is growing every day. Most definitely developing countries, are still lagging behind the growth of STEM educational skills among their students (Clark, 2014; Blackley and Howell, 2015; Kelley and Knowles, 2016). This could be because the nature and development of STEM skills in different countries are diverse and need to be enhanced in future research (English, 2016)
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