Investigation of the interdisciplinary STEM integration in a teaching module regarding climate change by pre-service teachers

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Published: Sep 12, 2024
DOI: https://doi.org/10.12681/codiste.6987
Keywords:
Βoundary objects STEM education Climate change
Chara Bitsaki
Department of Primary Education, University of Crete & FSE University of Groningen
Ioannis Metaxas
Chemistry Department, University of Crete
Athanasia Kokolaki
Department of Primary Education, University of Crete
Dimitris Stavrou
Department of Primary Education, University of Crete
Olivia Levrini
University of Bologna
Abstract

This paper presents concepts that are utilized for the effective integration of STEM disciplines in an interdisciplinary STEM module for climate change, along with the characteristics of these concepts as recognized by secondary pre-service teachers, within the framework for boundary objects. The implementation involved 12 pre-service teachers from Greece, Italy, France, and Spain, with backgrounds in different STEM disciplines, who attended a week-long summer school on an interdisciplinary STEM approach. From this implementation emerged the importance of complexity in highlighting the interdisciplinary nature of climate change (CC), as well as the challenges it arises for Mathematics and Computer Science pre-service teachers.

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