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Exploring a Contextualized STEM Integration in Chemistry Education Laboratory: Insights from Pre-Service Teacher Training

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Title: Exploring a Contextualized STEM Integration in Chemistry Education Laboratory: Insights from Pre-Service Teacher Training
Language: English
Authors: Carla Morais (ORCID 0000-0002-2136-0019), Gildo Girotto Junior (ORCID 0000-0001-9933-100X), Cidália André (ORCID 0009-0000-8671-9646)
Source: European Journal of STEM Education. 2025 10(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Science Laboratories, Chemistry, Physics, Science Teachers, Program Effectiveness, Foreign Countries, Graduate Students, Teacher Education Programs, Masters Programs
Geographic Terms: Portugal
ISSN: 2468-1954
2468-4368
Abstract: Empowering students with a robust Science, Technology, Engineering, and Mathematics (STEM) education, while equipping their teachers with comprehensive training, fosters critical thinking and problem-solving skills, which are important aspects of innovation, social progress, and advancement. The main objective of this study is to investigate how a STEM-lab activity -- an experimental chemistry laboratory activity integrated with Arduino prototyping -- implemented within a teacher education program can promote the development of professional knowledge that enables the development of activities aligned with the STEM approach among pre-service teachers. Twenty Portuguese pre-service physics and chemistry teachers participated in the study. Pre- and post-activity tests, incorporating closed and open-ended questions, were used to assess participants' perceptions. Data analysis included quantitative assessment of conceptual gains and qualitative content analysis of reflective responses. The results suggest that the activity fosters a reflective process among pre-service chemistry teachers, enabling them to integrate STEM components with a socio-scientific contextual approach and encouraging critical consideration of adapting STEM activities for greater applicability and effectiveness in secondary education. While this approach significantly enhances pedagogical effectiveness, challenges persist in identifying aspects related to engineering and using Arduino prototyping.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485898
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Carla+Morais%22">Carla Morais</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2136-0019">0000-0002-2136-0019</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gildo+Girotto+Junior%22">Gildo Girotto Junior</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9933-100X">0000-0001-9933-100X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cidália+André%22">Cidália André</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-8671-9646">0009-0000-8671-9646</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2025 10(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: Empowering students with a robust Science, Technology, Engineering, and Mathematics (STEM) education, while equipping their teachers with comprehensive training, fosters critical thinking and problem-solving skills, which are important aspects of innovation, social progress, and advancement. The main objective of this study is to investigate how a STEM-lab activity -- an experimental chemistry laboratory activity integrated with Arduino prototyping -- implemented within a teacher education program can promote the development of professional knowledge that enables the development of activities aligned with the STEM approach among pre-service teachers. Twenty Portuguese pre-service physics and chemistry teachers participated in the study. Pre- and post-activity tests, incorporating closed and open-ended questions, were used to assess participants' perceptions. Data analysis included quantitative assessment of conceptual gains and qualitative content analysis of reflective responses. The results suggest that the activity fosters a reflective process among pre-service chemistry teachers, enabling them to integrate STEM components with a socio-scientific contextual approach and encouraging critical consideration of adapting STEM activities for greater applicability and effectiveness in secondary education. While this approach significantly enhances pedagogical effectiveness, challenges persist in identifying aspects related to engineering and using Arduino prototyping.
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