Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers

The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly bee...

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Autores principales:	María José Hernández-Serrano, José Manuel Muñoz-Rodríguez
Formato:	article
Lenguaje:	CA EN ES
Publicado:	Universitat Autònoma de Barcelona 2020
Materias:	STEM Secondary education teaching methods innovation in education motivation Education (General) L7-991
Acceso en línea:	https://doaj.org/article/47c724fe27da43bab12b3b8f5aab325e
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spelling	oai:doaj.org-article:47c724fe27da43bab12b3b8f5aab325e2021-12-05T18:03:06ZInterest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers10.5565/rev/educar.10650211-819X2014-8801https://doaj.org/article/47c724fe27da43bab12b3b8f5aab325e2020-07-01T00:00:00Zhttps://educar.uab.cat/article/view/1065https://doaj.org/toc/0211-819Xhttps://doaj.org/toc/2014-8801The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly been taught, i.e. using expository strategies. The aim of this paper is twofold: first, to examine the retrospective perception that preservice teachers recall about the methodologies used for teaching STEM disciplines, coupled with analysis of the value these teachers give to a number of innovative activities used to encourage interest among their future students. A second objective was to compare those perceptions with a sample of high school students’ assessment of the actual activities their teachers used in STEM disciplines. Our results revealed the predominance of traditional teaching activities in both teachers and students, although the perception of this is slightly lower among students. Practical and applied activities in laboratories and first-hand knowledge of technoscientific work were perceived as the most interesting activities, although teachers used these less frequently than other activities. Conclusions are aligned with the achievement of a range of varied and innovate learning opportunities seeking a more engaging way of teaching STEM.María José Hernández-SerranoJosé Manuel Muñoz-RodríguezUniversitat Autònoma de BarcelonaarticleSTEMSecondary educationteaching methodsinnovation in educationmotivationEducation (General)L7-991CAENESEducar, Vol 56, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	CA EN ES
topic	STEM Secondary education teaching methods innovation in education motivation Education (General) L7-991
spellingShingle	STEM Secondary education teaching methods innovation in education motivation Education (General) L7-991 María José Hernández-Serrano José Manuel Muñoz-Rodríguez Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
description	The paper addresses the lack of interest that Secondary Education students display towards the academic disciplines of Science, Technology, Engineering and Mathematics (STEM). From the pedagogical standpoint, the origin of this problem may lie largely in the way these subjects have predominantly been taught, i.e. using expository strategies. The aim of this paper is twofold: first, to examine the retrospective perception that preservice teachers recall about the methodologies used for teaching STEM disciplines, coupled with analysis of the value these teachers give to a number of innovative activities used to encourage interest among their future students. A second objective was to compare those perceptions with a sample of high school students’ assessment of the actual activities their teachers used in STEM disciplines. Our results revealed the predominance of traditional teaching activities in both teachers and students, although the perception of this is slightly lower among students. Practical and applied activities in laboratories and first-hand knowledge of technoscientific work were perceived as the most interesting activities, although teachers used these less frequently than other activities. Conclusions are aligned with the achievement of a range of varied and innovate learning opportunities seeking a more engaging way of teaching STEM.
format	article
author	María José Hernández-Serrano José Manuel Muñoz-Rodríguez
author_facet	María José Hernández-Serrano José Manuel Muñoz-Rodríguez
author_sort	María José Hernández-Serrano
title	Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
title_short	Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
title_full	Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
title_fullStr	Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
title_full_unstemmed	Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers
title_sort	interest in stem disciplines and teaching methodologies. perception of secondary school students and preservice teachers
publisher	Universitat Autònoma de Barcelona
publishDate	2020
url	https://doaj.org/article/47c724fe27da43bab12b3b8f5aab325e
work_keys_str_mv	AT mariajosehernandezserrano interestinstemdisciplinesandteachingmethodologiesperceptionofsecondaryschoolstudentsandpreserviceteachers AT josemanuelmunozrodriguez interestinstemdisciplinesandteachingmethodologiesperceptionofsecondaryschoolstudentsandpreserviceteachers
_version_	1718371235655581696

Interest in STEM disciplines and teaching methodologies. Perception of secondary school students and preservice teachers

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