Preservice teachers’ understanding of STEM education


  • Pattamaporn Pimthong Faculty of Education, Kasetsart University, Bangkok 10900, Thailand
  • John Williams School of Education, Curtin University, Perth 6102, Australia


preservice teacher, STEM, STEM education, STEM education understanding, teacher training


STEM Education is promoted by the government throughout Thailand, but STEM teacher training in the universities is not well developed. This study investigates the under- standing of STEM education by 87 preservice teachers from the Faculty of Education in a university in Bangkok, Thailand. The preservice teachers were asked to respond to an online questionnaire about their understanding of STEM Education. Six preservice teachers who had interesting responses were interviewed for more clarification. The results showed that most of the preservice teachers perceived STEM as the integration of science, tech- nology, engineering, and mathematics, but did not explain more about the nature of the integration. They did not explain how the four disciplines were integrated but focused on the outcomes of the integration. While the preservice teachers' ideas about the importance of STEM varied based on their majors, most participants perceived STEM as a teaching strategy. The findings of this present study indicate the importance of promoting preser- vice teachers’ understanding of the integrated nature of STEM and the connections among the disciplines.



How to Cite

Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 41(2), 289–295. Retrieved from



Research articles