FOSTERING THE COMPETENCE OF DESIGNING STEM-S LESSONS (STEM INTEGRATED WITH SOCIAL ISSUES) FOR PRE-SERVICE PRIMARY SCHOOL TEACHERS

Abstract

This paper investigates methods for fostering STEM-S lesson design competence for pre-service primary school teachers, aiming to enhance their ability to integrate STEM knowledge and address socially meaningful, real-world issues. The research methodology involves a systematic review of the literature, incorporating both national and international studies on STEM education, participatory science, and teacher training. The findings reveal five key components of STEM-S lesson design competence: identifying and analyzing social issues, integrating STEM knowledge, applying engineering design thinking, utilizing active pedagogical strategies, and engaging in assessment and reflection. Based on these findings, the paper proposes a training framework grounded in experiential learning and the application of participatory science. The study affirms that fostering this competence is essential for improving the quality of primary teacher education and contributing to the development of sustainable education systems.