Purpose: There are different perspectives about STEM (Science, Technology, Engineering and Mathematics) education. Understanding in-service and pre-service teachers’ views plays an important role in supporting K-12 students to choose careers in science, technology and engineering. This research aims to understand science and mathematics in-service and pre-service teachers’ views about STEM integration and robotics applications.
Research Methods: The participants of this study were 240 science and mathematics pre-service teachers and 27 science and mathematics in-service teachers. Participants answered open-ended questions. Data were gathered to find the differences between teachers and future teachers from different disciplines (science and mathematics) with emphasis on their views about STEM and robotics implementation.
Findings: Analysis showed that there were some differences based on disciplines (mathematics and science), but also there are some similarities between in-service and pre-service teachers’ views. Mathematics in-service and pre-service teachers provided few details when explaining the effect of STEM and robotics applications. Science in-service and pre-service teachers, on the other hand, presented more ideas about STEM integration while including fewer ideas about robotics applications.
Implications forResearch and Practice: There are differences between disciplines in favor of science in-service and pre-service teachers. However, it is hard to say that in-service and pre-service teachers from each discipline were able to present strong examples of STEM implementation. These results suggest the necessity for more interdisciplinary support provided to in-service and pre-service teachers from different disciplines.
Keywords: pre-service Teachers, elementary mathematics and science in-service teachers, STEM integration, robotics applications