Pre-service teachers’ perceptions of literacy in STEM classroom instruction by implementation of project-based lessons
DOI:
https://doi.org/10.32674/8f8a5730Keywords:
STEM, Literacy, Pre-Service Teacher, Problem-based learning, InquiryAbstract
This study examines how project-based learning (PBL) supports pre-service STEM teachers (PSTs) in understanding and applying disciplinary literacy in classroom instruction. Conducted in a semester-long PBL course at a mid-sized public university, the research explores PSTs’ shifting perceptions of literacy in STEM and the challenges and successes they experience. Using qualitative methods grounded in student voice and case study frameworks, data were collected through focus groups, reflections, and lesson plan analyses. Findings show PSTs initially held narrow views of literacy but developed more nuanced understandings through PBL. Key successes included increased confidence and use of inquiry-based strategies; challenges involved time constraints and students’ unfamiliarity with active learning. The study highlights PBL’s value in fostering authentic, inquiry-driven STEM instruction.
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