Running Head: LITERATURE REVIEW

Literature Review: Domain F

Jennifer Perlini
TED 690 Capstone
Professor White
July 17, 2016

Running Head: LITERATURE REVIEW

Abstract
This paper will consists of a review of the article, Teacher STEM Perception and
Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers
by Louis Nadelson, Janet Callahan, Patricia Pyke, Anne Hay, Matthew Dance, and Joshua
Pfiester. This paper will also contain how STEM curriculum is used within elementary
school. Lastly, this paper will determine how a three-day professional development
training in STEM will benefit teachers and students.

Running Head: LITERATURE REVIEW

Teaching science, technology, engineering, and mathematics, or STEM, has many

advantages and opportunities. However, teachers that are not given professional training
in STEM are unable to see these advantages and opportunities, all they can see are the
challenges. In the article, Teacher STEM Perception and Preparation: Inquiry-Based
STEM Professional Development for Elementary Teachers by Louis Nadelson, Janet
Callahan, Patricia Pyke, Anne Hay, Matthew Dance, and Joshua Pfiester, they discuss the
benefits of having professional development trainings in STEM. When teachers continue
their education and learn the newer ways of teaching, they ultimately benefit their
students. This all starts in elementary school.
At the elementary school level, students need to be introduced to STEM. This
gives these students the opportunity to learn about different fields and show interest at a
young age, rather than just teaching language arts and mathematics. According to
Nadelson et al., We contend that to increase elementary student awareness and
understanding of STEM careers requires teachers who are acquainted with STEM
professions (2013). In order for students to benefit from STEM, teachers need to have
professional development trainings in this area.
Being comfortable and aware of the content in STEM is needed when it comes to
teaching STEM. Our findings suggest that teacher professional development in STEM
should focus on enhancing content knowledge as a means of impacting an array of
variables that influence teacher practice (Nadelson et al., 2013). By going through
professional trainings in the area of STEM, teachers can learn more about the content and
be able to relate their knowledge to their students. With an increase of teacher knowledge
in STEM, there will be an increase in students being aware of these fields and being able

Running Head: LITERATURE REVIEW

to pursue these fields, as they get older. In addition, teachers that have more knowledge in
how to teach STEM, have a more positive attitude toward STEM, especially in
engineering. We speculate that exposure to the work of engineers is likely to positively
shift teachers perspectives toward engineering specifically and toward STEM in general
(Nadelson et al., 2013). This speculation was proven through their research, that once
teachers were introduced to the work of engineers, that they had a more positive outlook
and were more comfortable with teaching STEM. By attending professional development
in the area of STEM, teachers become more comfortable and have a more positive
attitude toward the STEM.
After researching and reading about professional development, it is obvious how
important it is for teachers to continue their education and to stay up to date on new
programs and methods. The role of a teacher is to give students the opportunity to learn,
grow, and become ready for the future. By continuing to develop, teachers are giving
their students these opportunities. Therefore, professional development is very important.

Running Head: LITERATURE REVIEW

References

Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher
STEM Perception and Preparation: Inquiry-Based STEM Professional
Development for Elementary Teachers. Journal Of Educational Research, 106(2),
157-168.