STEM education is attracting the attention of researchers in the education of science, mathematics, technology and engineering, for it encourages school practices that prepare students for real life professions. An important aspect of STEM education is the design of STEM activities, for this design influences how the activities mediate students’ experiences in the STEM classroom. In the present chapter, we suggest to consider this design in two lenses: The lenses of the activity inquiry and the lenses of the integration of STEM subjects. We further describe activities built by secondary school prospective mathematics teachers who were part of a teacher education program for preparing graduate students who finished their first degree in mathematics, engineering or computer science. The prospective teachers designed the STEM activities in the frame of a didactic course called “The didactics of teaching secondary school mathematics”. The research results indicated that the prospective teachers found it difficult to write STEM activities according to the ‘discovery inquiry version’ or the ‘open inquiry version’. Moreover, they found it difficult to write activities according to the third or fourth integration types.

العنوان

International Journal of Emerging Technologies in Learning (iJET)

الناشر

Kassel University Press GmbH

بلد الناشر

ألمانيا

Indexing

Scopus

معامل التأثير

0,97

نوع المنشور

إلكتروني فقط

المجلد

15

السنة

2019

الصفحات

112-127