PROSPECTIVE TEACHERS' PERSPECTIVES ABOUT AN INTERDISCIPLINARY LEARNING SCENARIO INVOLVING PHYSICS AND STATISTICS

This poster describes an innovative preservice middle school and secondary teacher education project aiming to assist prospective teachers of mathematics and of physics and chemistry in developing knowledge about how to develop STEM integration activities in school. The focus then is on prospective teachers' perspectives about the challenges and benefits for their learning of engaging in planning and implementing an interdisciplinary learning scenario that take full advantage of the integration of physics and statistics using the software TinkerPlots (TM) and an inquiry approach, throughout the teacher education project. Data gathering from their written individual reflections, qualitatively analysed, reveal that prospective teachers of both subject areas show a very positive attitude towards the integrated approach to teach physics and statistics using technology, recognizing that the learning scenario had educational effectiveness and motivated students to learning. However, they identified aspects to be improved namely regarding particular conditions, such as teachers' perspectives, teachers' knowledge of the 'other subject' and TPACK as well as teacher collaboration and support, have impact on the implementation of an integrative approach to mathematics and science education.