A review of research on STEM preservice teacher education (Work in Progress)
- Conference
- Location
-
Minneapolis, MN
- Publication Date
-
August 23, 2022
- Start Date
-
June 26, 2022
- End Date
-
June 29, 2022
- Conference Session
- Page Count
-
19
- DOI
-
10.18260/1-2--41159
- Permanent URL
-
https://peer.asee.org/41159
- Download Count
-
511
Paper Authors
Yingqian Zhang
1. Bachelor's degree in Biosystem Engineering, Zhejiang University
2. Master's degree in Educational Management, University of Malaya
3. PhD candidate in Educational Economics and Management, Shanghai Jiao Tong University
Jiabin Zhu
Associate Professor, School of Education, Shanghai Jiao Tong University. Dr. Jiabin Zhu's primary research interests relate to the development of engineering students, professional skills, the assessment of teaching and learning in engineering, the cognitive development of graduate and undergraduate students. For her work on the cognitive development of Chinese engineering doctoral students in U.S. institutions, she received the 2013 Doctoral Thesis Award from the School of Engineering Education, Purdue University. Dr. Zhu has chaired multiple projects from the Humanities and Social Science Program, Chinese Ministry of Education, Shanghai Philosophy and Social Science Program and others. She currently serves as an associate editor for Journal of Engineering Education and IEEE Transactions on Education. She also serves as a board member for the Research in Engineering Education Network. She obtained a Ph.D. in Engineering Education and a M.S. in Biomedical Engineering from Purdue University. She received another M.S. in Optics from Chinese Academy of Sciences and a B.S. in Physics from East China Normal University.
Abstract
With the development of STEM education, various research has found that high-quality STEM teacher played an indispensable role in cultivating STEM talents. For the important role of STEM preservice teacher, it is necessary to systematically investigate the existing literature to obtain a clear understanding of the research status and trends. Based on this, systematic literature analysis was used to examine the articles that related to STEM preservice teacher education in this study. The researchers developed rigorous literature selection criteria and procedures to finally obtain 166 articles on STEM preservice teacher education which published between 2012 and 2021 from Web of Science database. CiteSpace software was used for further visualization and cluster analysis to analyze the knowledge base, research frontier, research hotspots, and research trends. Preliminary findings suggested that though the research of STEM preservice teacher education has a short history, it shows an upward trend. Although the basic theory and cutting-edge knowledge do not reflect unified conclusions, there are obvious clusters in the research hotspots, and reflect some research trends.
Zhang, Y., & Zhu, J. (2022, August), A review of research on STEM preservice teacher education (Work in Progress) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41159
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015