Elementary Preservice Teachers' Perception of Culturally Responsive STEM Teaching

Abstract

The purpose of this research, which included 61 participants, was to investigate  the perceptions of elementary preservice teachers' at a Rajabhat University in Thailand's northern area regarding culturally responsive STEM education. A questionnaire was used to examine students' perceptions of culturally responsive STEM education, followed by semi-structured interviews for further explanation. The data were analyzed both quantitatively by using basic statistics to determine frequency and percentage, and qualitatively by content analysis of the questionnaire responses. The findings revealed that, overall, the elementary preservice teachers' perceived STEM education as an integration of science, technology, engineering, and mathematics. However, they did not explain the nature of the integration of these four disciplines, instead focusing on the outcome. In terms of culturally responsive teaching, students had a positive understanding of the concept and acknowledged their role in creating an environment that promotes multicultural learning (mean score = 4.7). The students expressed positive views towards culturally responsive STEM education, emphasizing the necessity of fostering understanding and acceptance of cultural diversity in the classroom (mean score = 4.6). They also underlined the need to prepare STEM education that in which cultural diversity into account, as well as fostering a learning environment that valued differences. Changes to the curriculum, learning activities, and assessments are required to promote inclusive and equitable learning. Thus, the findings of this study highlight the necessity of promoting pre-service teachers' awareness of preparing culturally responsive STEM education as well as reflecting the critical aspects of learning diversity that can support the development of pre-service teachers in the future.