Convergent Nature of Modeling Principles Across the STEM Fields: A Case Study of Preservice Teacher Engagement

This chapter highlights how modeling principles across mathematics, science, and engineering converge toward a construct of integrated STEM modeling. These processes were framed as a disciplined inquiry approach that embraced cross-disciplinary connections to solve problems and/or better understand real-world phenomena. In particular, this instrumental case study investigated preservice teachers enrolled in a six-credit-hour graduate-level integrated STEM course. Course activities were steeped in modeling tasks regarding content and pedagogy involved in meaningful integrated STEM processes. The main research questions involved whether immersing future teachers in integrated STEM modeling tasks could increase their interest in STEM content and how preservice teachers interpret these integrated STEM principles into their burgeoning pedagogical practices. Findings suggested that preservice teachers could both prepare and enact integrated STEM approaches and recognized the creative freedom and motivation it brought both to the children they taught and themselves. Ultimately, the authors propose a model for the convergence of STEM practices and articulate the value for STEM modeling in elementary contexts.