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Characterization of a Unique Undergraduate Multidisciplinary STEM K-5 Teacher Preparation Program

Author:

Steve O’Brien

The College of New Jersey, US
About Steve
An Assistant Professor in the Department of Technological Studies at The College of New Jersey, Ewing.
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Abstract

In this paper, it was demonstrated that a multidisciplinary MST program has been successful both in terms of growth and content knowledge. The MST program should be particularly well-suited to today’s educational environment in which substantial numbers of students in STEM-related areas are lost, their scores are low on quantitative literacy, and they would likely score low on measures of technological literacy (Steen, 2001). Even with the breadth of the multidisciplinary program, MST graduates scored significantly higher than non- MST majors on national PraxisTM tests for both math and science, while also scoring equivalently high on non-STEM subjects. Graduates also demonstrate high skills in T&E content that has substantial overlap with the STL. With extensive training and experience in all areas of STEM and integrated-STEM concepts, MST graduates are well prepared to thoroughly engage their prospective students in learning STEM and non-STEM subjects.

How to Cite: O’Brien, S. (2010). Characterization of a Unique Undergraduate Multidisciplinary STEM K-5 Teacher Preparation Program. Journal of Technology Education, 21(2), 35–51. DOI: http://doi.org/10.21061/jte.v21i2.a.3
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Published on 22 Mar 2010.
Peer Reviewed

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