Connecting the dots: Science and mathematics knowledge as predictors of stem education conceptions in preservice primary teachers

Agustiningsih Slamin; I Ketut Mahardika; Singgih Bektiarso; Nuriman Nuriman

doi:10.26740/eds.v10n1.p235-246

Authors

Agustiningsih Slamin Faculty of Teacher Training and Education, University of Jember
I Ketut Mahardika Faculty of Teacher Training and Education, University of Jember
Singgih Bektiarso Faculty of Teacher Training and Education, University of Jember
Nuriman Nuriman Faculty of Teacher Training and Education, University of Jember

DOI:

https://doi.org/10.26740/eds.v10n1.p235-246

Keywords:

STEM education, Science content knowledge, Mathematics content knowledge, Preservice primary teachers

Abstract

Science, technology, engineering, and mathematics (STEM) education is an interdisciplinary approach that has gained global recognition for its potential to develop higher-order thinking and practical skills to address real-world challenges. In the context of teacher preparation, STEM education is particularly important for preservice primary school teachers who are expected to develop meaningful and integrated learning experiences in the classroom. However, limited research has examined how science content knowledge (SCK) and mathematics content knowledge (MCK) shape preservice teachers’ conceptions of STEM education, particularly in the Indonesian context. This research investigated the relationship between science content knowledge and mathematics content knowledge in relation to the preservice primary school teachers’ conceptions of STEM education. The survey method was used to collect data about science content knowledge, mathematics content knowledge, and STEM conceptualizations. A total of 139 preservice primary school teachers participated in this study. The data were analyzed using two way between-group analysis of variance (ANOVA) with IBM SPSS 25. These results suggest that strong disciplinary knowledge in science and mathematics forms an essential foundation for meaningful STEM understanding. The results indicate that science and mathematics content knowledge can influence preservice primary school teachers’ conceptions of STEM education. The study has important implications for teacher education, indicating that preservice teacher programs should strengthen disciplinary coursework while systematically integrating STEM pedagogy and interdisciplinary learning experiences to better prepare future teachers for effective STEM implementation in primary education.

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