A Study of Self-Efficacy, Interest, and Performance in STEAM Activity Design Exhibited by Elementary Preservice Teachers in Taiwan

Ying-Feng Wang

Authors

Ying-Feng Wang National Taichung University of Education

Keywords:

Preservice teachers; STEAM; Interdisciplinary; Scientific inquiry; Self-efficacy.

Abstract

Background: Nowadays, science education trends increasingly emphasize the integration of disciplines worldwide, and Taiwan's new curriculum guidelines simultaneously address multidisciplinary teaching and learning. Since scientific inquiry and interdisciplinary integrated learning remain challenges for most Taiwanese students.

Aims: The purpose of the study was to examine elementary preservice teachers' self-efficacy, interest, and performance in designing STEAM activities.

Methods: The study included 17 preservice teachers majoring in science enrolled in a three-semester-hour course focused on elementary science teaching and learning. Participants were invited to complete a sequence of guided inquiry-based learning activities that emphasized cross-subject and scientific inquiry. At the end of the study, they presented their interdisciplinary activity design, which focused on scientific inquiry across science, technology, engineering, art, and mathematics. Data were collected from questionnaires and from preservice teachers' performance and feedback for further analysis.

Results: Results indicated that preservice teachers expressed more interest in scientific inquiry and the STEAM interdisciplinary design of elementary science. Personal self-awareness, scientific inquiry skills, and self-confidence in designing scientific and interdisciplinary instructional activities need to be enhanced.

Conclusion: The findings provide some insights into the implementation of STEAM education in science teacher preparation.

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