Developing student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help others dampen interest in pursuing STEM careers. This research project investigated preservice science teachers' (PST) beliefs about whether science careers afford communal goals, and then employed experimental methodology to assess reactions to science lessons that integrate communal content. PSTs perceived STEM fields as less likely than other fields to fulfill communal goals. Yet lesson plans that integrated communal applications were perceived as more likely to engage students. The communally‐oriented lesson plans were then further developed for dissemination. We discuss the opportunities and obstacles to integrating communal content into science education instruction.

中文翻译：

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将公共内容整合到科学课程中：对职前教师的信念和态度的调查

培养学生对科学，技术，工程和数学（STEM）劳动力的能力，不仅需要更好地准备特定的内容和技能，而且还需要更好地准备以理解STEM领域可以负担的目标。特别是，关于STEM领域的陈规定型观念缺乏共同的合作机会并帮助其他人挫败了对从事STEM事业的兴趣。该研究项目调查了职前科学教师（PST）关于科学职业是否能够实现公共目标的信念，然后采用实验方法来评估对整合了公共内容的科学课的反应。PST认为STEM领域比其他领域更不可能实现公共目标。但是，人们认为集成公共应用程序的课程计划更可能吸引学生。然后，进一步制定了面向社区的教学计划，以进行传播。我们讨论了将公共内容纳入科学教育指导的机会和障碍。