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The current study investigated the impact of an integrated STEM collaborative approach embedded in a science methods course on early childhood and elementary preservice teachers’ pedagogical content knowledge (PCK) and curricular role identity for teaching science, as well as the potential relationship between these two constructs. Participants were recruited from a group of preservice early childhood and elementary teacher candidates (N = 65) completing an undergraduate teacher education program at a university in the southeastern United States. Using a mixed-methods design, the preservice teachers’ pedagogical content knowledge and curricular role identity were assessed using concept maps and a curricular role identity for teaching science survey (Forbes & Davis, 2008) at the beginning and end of the semester. Semi-structured interviews were conducted after the semester to collect qualitative data to clarify and explain the quantitative results. Findings suggested that the integrated STEM collaborative approach led to a significant increase in preservice teachers’ PCK and curricular role identity for teaching science over the semester. The significant increase was found in both early childhood and elementary education preservice teachers, with little to no departmental difference. There was no statistically significant relationship between the preservice teachers’ PCK and curricular role identity. Preservice teachers in this study found that examining science standards, unit planning, microteaching, and connecting with other teachers were beneficial for their development of PCK and curricular role identity for teaching science. This study affirms the collaboration among university faculty and preservice and in-service teachers. Implications and suggestions for future research are included.

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The purpose of this research is to explore preservice teachers’ attitudes and beliefs towards mathematics, mental and written computations, and mental computation anxiety, to investigate their use of different mental computation strategies using different approaches (i.e., Direct Teaching (DT) and Open-Approach (OA)) among the three different groups, and to identify how the use of preservice teachers’ mental computation strategies affects their flexibility regarding mental computation. The participants were preservice teachers (PTS). Three classes were used for this study: two classes in a mathematics class (Course A) for experimental groups and one class for the control group. One class from professional education courses was selected. A mixed methods design was used, more specifically, the Mathematics Attitude Survey (MAS) was administrated before and after intervention to examine PTS’ attitudes towards mathematics, mental and written computation, and mental computation anxiety. In addition, to determine whether there is any statistically significant difference among the three groups, the one-way analysis of variance (ANOVA) was used. Then, the MAS was analyzed descriptively. Next, a pre-and post-Mental Computation Test (MCT) was given to investigate PTS’ mental computation knowledge in relation to whole numbers, integers, and rational numbers (i.e., fractions, decimals, and percentages). A one-way analysis of covariance (ANCOVA) was conducted to determine if there were significant differences in mental computation performance among the three groups (i.e., DT, OA, and Control) with different instructions. Further, before and after intervention, face-to-face interviews were given to both the experimental and control groups to identify how they arrived at their answers. During interviews, 38 interviewees in the pre-interviews and 36 in the post-interviews for all groups participated. The interview items were selected from the pre-and post-MCT problems. Three levels of problems (i.e., high, medium, and low difficulty) for each operation were selected. The results of the MAS showed that with respect to the attitudes towards mathematics, PTS were generally shown positive attitudes towards learning mathematics and were aware of the importance of learning mathematics; however, in reality, about half of them did not want to spend time on learning or studying mathematics. In terms of PTS’ attitudes towards mental and written computation, PTS were aware that learning mental computation is more useful in real life situations and provides benefits in their mathematics learning. However, they do not feel comfortable and safe when using mental computation because of their lack of confidence and teaching abilities. For the mental computation, PTS showed slightly higher anxiety levels from pre-to post-tests. The findings of Mental Computation Test (MCT) revealed that there was a statistically significant difference in post-MCT scores between the different instructional groups when adjusted for pre-MCT scores. In particular, PTS using Open-Approach (OA) performed better than the PTS in the group using Direct Teaching (DT). The PTS in the control group performed worst. Significant differences between pre-and post-MCT performance were found among the three groups in solving multiplication, fraction, and decimal operations. The results of interviews suggest that there was an association between each interviewee’s quintile level and their flexibility in the use of the mental computation strategies. Regarding the whole number operation strategies, the results revealed that the interviewees in the middle and upper quintiles in both DT and OA used more than two different strategies with higher accuracy and were more likely to use the strategies. Interviewees in the middle and upper quintiles for the DT and OA groups were more likely to use the strategies that reflect efficient number facts or number-sense (e.g., Adding by place, Decomposing, & Compensation). The mental image of the Traditional method was frequently observed in the OA group. In contrast, for the lower quintiles, alternative strategies were not provided for both groups. The interviewees in the control group offered the smallest range of strategies. For the integer and rational operations, the interviewees in the DT group showed strategies that focused more on conceptual understanding. Surprisingly, the interviewees in the OA group were more likely to apply teacher-taught methods, including the Traditional method. The control group was not able to provide any alternative strategies. Plans for future research are set forth to add to the body of knowledge that exists regarding mental computation.

The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was undertaken. This study employed a mixed methods approach with primacy given to quantitative statistical analyses of data collected pre and post using a content knowledge assessment (AP Government and Politics practice test) and two self-efficacy assessments (SSTEBI-PSSTE and TSES). Results from a repeated measures ANOVA revealed statistically significant differences in preservice social studies teachers content knowledge of civics from pre to posttest administration by gaming status (less than 2 hours and 2 hours or more), testing occasion (pre and posttest), and group by occasion. The gains in content knowledge by participants spending 2 hours or more gaming were greater than the gains for those who spent less than 2 hours gaming. Qualitative analysis revealed themes of content knowledge change, gaming, and active learning in support of quantitative findings. Results from the repeated measures ANOVA on the TSES measure revealed no significant differences by gaming status, testing occasion, or group by occasion from pre to posttest. There was a minimal raw score change from pre to posttest with the participants who played 2 hours or more in iCivics showing slightly less growth in self-efficacy scores on the TSES in comparison to those playing less than 2 hours in iCivics. Results from the repeated measures ANOVA on the SSTEBI-PSSTE measure revealed a statistically significant main effect for testing occasion. Results showed no significant difference by gaming status or for the interaction of group by occasion. Qualitative data collected throughout the research study via interviews and document analysis aided in the explanation of the quantitative results. The present study extends previous research into the use of games to enhance educational experiences. It is clear from this research that the amount of time spent gaming has an effect on participants‘ content knowledge of civics and that online simulations are an effective teaching method.