Pre-service Teacher Conceptions of Integrated STEM Using the Fngineering Design Approach

The engineering design approach is intensively incorporated into STEM instruction in response to the demand for intentional integration of different subject areas. Concerns have arisen about the need to prepare effective educators within integrated STEM curricula. This research aims to investigate pre-service teachers' conceptions of the engineering design approach to integration of the STEM disciplines. An exploratory study was carried out adopting a framework based on constructivist theories, to investigate how participants incorporate new knowledge. It surveyed selected students of a teacher education programme to explore their understanding of and conceptions about integrated STEM and engineering design processes in curricula. The study revealed that the pre-service teachers struggled to describe integration across the STEM disciplines. Furthermore, they had limited exposure to engineering-design-related activities during their pedagogical coursework. By understanding pre-service teachers' conceptualizations around engineering design in integrated STEM curricula, new insights may be obtained for designing appropriate programmes and instruction to help them incorporate engineering into their future classrooms.