STEM Self-efficacy for Pre-service Social Educators

This paper studies pre-service social educators’ motivation in a science, technology, engineering, and mathematics (STEM) directed project, investigating how double stimulation can help them develop and improve STEM self-efficacy. The study provides preliminary insight into the signs of the pre-service social educator’s self-efficacy concerning STEM when working on a small-scale course on STEM activities. With the many educational reforms focusing on improving STEM-competencies in society there is also a heightened focus on enhancing the competencies of pre-service social educators. These educators are expected to have a solid understanding of STEM subjects and skills. The paper aims to unfold pre-service social educators’ work with STEM activities concerning their STEM self-efficacy. The study focuses on how to support pre-service social educators when engaging in STEM activities with the methods of double stimulation. In the study pre-service social educators build and program an automated greenhouse. The double stimulation method provides the pre-service social educators with the help of a booklet, which they can use if they get stuck on a task. The number of participants was 14 pre-service social educators. The data included pre-service social educators screen recording of how they programmed the greenhouse, pictures, reflections, and surveys. The data were analyzed using a thematic analysis. As a result of working on the STEM project, the pre-service social educators showed signs of improving their confidence in their STEM capabilities and thereby also signs of improved STEM self-efficacy.