Elementary Pre-service Teacher’s Perceptions of STEM-Integration in the Classroom: An Experiential Approach in a Mathematics Methods Course

In this study, we depict preliminary results of the implementation and integration of science, technology, engineering, art, and mathematics (STEAM) activities in a mathematics methods course within a teacher preparation program in the US. We used an experiential learning approach as an instructional method to expose and engage Elementary Pre-Service Teachers in a series of STEAM activities. We followed a mixed-method approach to observe if there were any changes in the EPSTs self-confidence and perception of abilities, value and enjoyment, performance and effort expectancy, and their social and behavioural attitude toward the integration of STEAM. Data show that after engaging in STEAM activities, the EPSTs depict a higher level of confident and preparedness to integrate STEAM activities in their future lessons. In addition, EPSTs recognized the value of integrating STEAM within their lessons as a strategy to develop conceptual understandings in topics related to mathematics and science.