Abstract:

In Sweden, teacher education and teacher training within STEM-subjects are carried out at universities, but also in collaboration with science centers etc. (STEM actors). Research show that the STEM actors' environments make STEM visible as fun and interesting, but at the same time that the actors' environments only attract certain groups. Studies also show that STEM actors present a normative picture of STEM.

In the present study, teacher students' described experiences of STEM actors are explored, what impressions and perceptions that teacher students get from the meeting with STEM actors. 85 teacher students, in technology, mathematics, physics or chemistry for primary or secondary school have visited each, of a total of 21 different STEM actors (science centers, museums etc.) who all offer school classes activities linked to STEM but also in-service teacher education. The teacher students were given the task of observing, interviewing, analysing and writing reflections with a critical view and then presenting. The teacher students' texts and their presentations constitute data material that has been analysed thematically to find what is highly valued.

The results show that teacher students face a preconceived view that more individuals are needed for a career in technology and science (T&S). The teacher students describe how the STEM actors make visible views and important knowledge that are required for the future. They emphasize how nature foster, that self-confidence in technology is required, that new innovators are needed, that girls can choose STEM careers, that curiosity and creativity are important, etc., values that the teacher students describe. In their analyses, the teacher students seem to share the same views as the STEM actors stress. The STEM actors want to stimulate young students to develop curiosity, creativity and interest in T&S. The teacher students seem to get the impression that the school education itself is not able to make that possible. The teacher students also emphasize that the STEM actors show students that T&S is fun and exciting. They value STEM actors' positive attitude about that. The teacher students seem to take for granted that the starting point for school students is that T&S are boring and uninteresting, and it is necessary to present the subjects fun and interesting.

The teacher students express how STEM actors believe that in-service teachers have a lack of competence within T&S. However, the teacher students seem not be one of those themselves, they express that other active teachers do not have the knowledge to teach T&S fully. The teacher students also describe the importance of students being able to meet the STEM actors' environments, how they differ from the schools' classrooms. The STEM actors create activities linked to the school syllabi but let the students meet the subject in more inspiring environments, with more advanced equipment and more lavish materials. Many teacher students describe the environments as crucial for students to become interested in STEM. They describe STEM actors as valuable as a complement to school teaching within T&S. In the teacher students' statements, no critical attitude towards the STEM actors can be interpreted. It seems that a preconceived approach is being developed among the teacher students that the school needs external STEM actors for both further education and teaching in T&S, an approach evoked by STEM actors.

Keywords:

STEM-education, teacher students, science centers, teaching in STEM.