Promoting interdisciplinary connections in STEM education: A study with preservice chemistry teachers

Integrated science, technology, engineering, and mathematics (STEM) education is essential for preparing students to address real-world challenges through interdisciplinary thinking and problem-solving. However, preservice teachers (PSTs) often face challenges in integrating STEM disciplines, particularly engineering, technology, and mathematics. This study explores how Arduino-based problem-solving activities enhance interdisciplinary STEM integration in PST training, focusing on the epistemological, psychological, and didactic dimensions of STEM education. Conducted within a chemistry teacher training course, the study involved eight PSTs in theoretical and practical activities, including designing experiments on ocean acidification. The findings reveal that Arduino-based activities effectively foster interdisciplinary connections by integrating chemistry with technology and engineering while bridging theoretical knowledge and practical applications. Persistent challenges, such as limited mathematics integration and familiarity with engineering concepts, highlight the need for targeted interventions in teacher training. This study underscores the potential of problem-solving and technology-enhanced approaches to equip teachers with the skills to design and implement interdisciplinary STEM lessons, preparing them for the demands of 21st-century education.