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A review of research on STEM preservice teacher education (Work in Progress)

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Pre-College Engineering Education Division Poster Session

Page Count

19

DOI

10.18260/1-2--41159

Permanent URL

https://peer.asee.org/41159

Download Count

479

Paper Authors

biography

Yingqian Zhang

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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

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biography

Jiabin Zhu

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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.

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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

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