STEM-Themed Pathways within Elementary Preservice Methods Coursework: Benefits and Challenges Associated with Designing and Implementing Integrated STEM Projects

Authors

• Deepika Menon, University of Nebraska-LincolnFollow
• Allison M. Johnson, University of Nebraska-Lincoln
• Derek Cox, University of Nebraska-Lincoln
• Ursula Nguyen, University of Nebraska-LincolnFollow
• Minji Jeon, University of Nebraska-LincolnFollow
• Amanda Thomas, University of Nebraska-LincolnFollow

ORCID IDs

Menon https://orcid.org/0000-0002-8652-7019

Document Type

Article

Date of this Version

2025

DOI Link

10.1111/ssm.18321

Citation

School Science and Mathematics (2025) 126: 176–188

doi: 10.1111/ssm.18321

Comments

Open access

License: CC BY 4.0

Abstract

With the rapid advancements in science and technology, there is a growing emphasis on preparing high-quality elementary science teachers with a deeper understanding of integrating Science, Technology, Engineering, and Mathematics (STEM) disciplines into their classrooms. Despite ongoing reform efforts of rethinking ways in which preservice elementary teachers (PSTs) are currently prepared, STEM is not always the central focus of their training programs. This article highlights the STEM pathways threaded throughout the concurrent elementary science, mathematics, and technology methods courses within a dedicated STEM semester. This approach allows PSTs to experience integrated STEM directly. Specifically, we discuss PSTs' planning and implementation of integrated STEM projects that explicitly blend multiple STEM disciplines to design solutions to problems situated within a local context under the theme of sustainability. The practicum experience played a pivotal role in helping PSTs realize the benefits and challenges associated with teaching STEM. Drawing from PSTs' written reflections, we provide evidence of how varied STEM engagements enhance their knowledge of STEM integration and shape their perceptions of successes and challenges associated with STEM teaching. Finally, we offer implications for practice and recommendations for future teacher educators to reshape elementary education programs to better integrate STEM.