Analysis of STEM training program's impact on mental models and attitude of teachers in training

STEM education is y producing more interest in the educational field. In the literature we can find different definitions, making their understanding may be scattered. In this work we analiyze the attitude of teachers towards this educational approach and to know the mental model they conceive of STEM before and after experiencing a STEM training program. The sample is made up of pre-service teachers of the Primary Education Degree. To know the attitude towards STEM, the TatSTEM questionnaire has been used with a pretest and a posttest. To analyze the conceptual models, the classification "STEM as an acronym", "Real-life problem solving as a context", "Science as a context", "STEM as separate disciplines", "Integrated disciplines" and "Engineering as context" has been used. The results have shown an improvement in the attitude towards STEM after the proposed training. On the other hand, STEM models have evolved from more simplistic models to more complex models, producing a great change regarding STEM as integrated disciplines.