STEM Conceptualization and Self-Efficacy among Pre-Service Teachers in Japan

抄録

The practices of STEM education in formal or informal education bring about positive results by improving students’ knowledge, skills and attitudes. However, the presence of STEM education in Japan is still not as prevalent as it could be. This research explored the STEM conceptualization among pre-service science teachers in Japan. The methodology was a survey design that involved 167 participants. The participants who had a basic knowledge about science possessed the highest conceptualization regarding STEM education. This result indicated that pre-service science teachers have more intention to apply STEM in the classroom.