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March 30, 2026Research in Science EducationOpen Access

Preservice Primary Teachers’ Attitudes Towards STEM Education: a Study Developed Through an Integrated STEM Training Programme Using Inquiry- Based Approaches and Engineering Design Practices

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Authors

TLTeresa Lupión-CobosCGCristina García-RuizRTRadu Bogdan Toma

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Overview

Professional development improved attitudes and active learning in pre-service teachers, indicating challenges in interdisciplinary STEM instruction.

Key Points

  • This study examines the impact of a professional development program on preservice teachers' attitudes toward integrated STEM education.
  • Participants included 157 primary education preservice teachers assigned to control, inquiry, or STEM groups.
  • The intervention involved inquiry-based teaching and engineering design practices for the STEM group.
  • Attitudes were measured using the Dimensions of Attitude toward STEM questionnaire and open-ended questions.
  • The STEM group reported higher perceived relevance, enjoyment, and self-efficacy in teaching integrated STEM.
  • Quantitative findings indicated a lower intention to adopt integrated STEM approaches in the STEM group compared to others.
  • Qualitative feedback revealed benefits like active learning but also challenges such as weak problem-solving skills and limited resources.

Cite This Study

Lupión-Cobos et al. (2026) studied this question.

synapsesocial.com/papers/69c9c5a4f8fdd13afe0bdab1https://doi.org/10.1007/s11165-026-10323-y
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