Undergraduate perceptions of problem-solving skill development in STEM teacher education

Abstract

Problem-solving is a cornerstone of STEM education, but programs often overlook student perceptions of instructional practices, leading to gaps in practical readiness and inclusion. This study explores how undergraduate students perceive the development of problem-solving skills within a STEM teacher education course. Using semi-structured interviews with 15 participants, I examined the strategies students employed, the instructional practices that supported their learning, and the influence of their cultural and personal backgrounds. Rigorous procedures, including systematic coding, member-checking, and reflexive journaling, were employed to enhance the trustworthiness and credibility of the findings. Findings highlight the importance of analytical reasoning, collaboration, and culturally responsive pedagogy, while also revealing gaps in applied learning and explicit problem-solving instruction. These insights highlight the importance of intentionally embedding explicit strategy teaching and creating inclusive, real-world learning experiences to prepare future educators for diverse classrooms.