Integrating communal content into science lessons: An investigation of the beliefs and attitudes of preservice teachers

Abstract

AbstractDeveloping student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help others dampen interest in pursuing STEM careers. This research project investigated preservice science teachers' (PST) beliefs about whether science careers afford communal goals, and then employed experimental methodology to assess reactions to science lessons that integrate communal content. PSTs perceived STEM fields as less likely than other fields to fulfill communal goals. Yet lesson plans that integrated communal applications were perceived as more likely to engage students. The communally‐oriented lesson plans were then further developed for dissemination. We discuss the opportunities and obstacles to integrating communal content into science education instruction.