Identifying pre-service teachers’ approaches to science and mathematics communication

Abstract

Abstract In a world where misinformation and distorted scientific facts are prevalent, the importance of science and mathematics communication cannot be overstated. This study investigates how pre-service teachers approach the communication of science and mathematics topics. Through content analysis, we explored their topic choices, target audiences, communication tools, reasons behind these choices, and core communication skills. The study included pre-service teachers at a public research university who were enrolled in the chemistry education program (n = 11), the physics education program (n = 16), the science education program (n = 37), and the mathematics education program (n = 72). Our findings indicate a diverse range of preferences; pre-service teachers often favored contextualized science topics rooted in real-life issues, while mathematics topics were approached with a tendency toward decontextualization. Furthermore, these future educators predominantly aimed their communications at K-12 students, particularly those in middle school, with the general public also being a prominent choice. Despite diverse tool preferences, storytelling, and narrative techniques, as well as two-way dialogue with the audience, were seldom employed. The results of this study highlight the need to rethink teacher education programs, and integrate interdisciplinary contexts and a multi-way dialogue to communicate science and mathematics topics. Our insights underscore the necessity for comprehensive training in science and mathematics communication within teacher education programs, to further enhance science and mathematics education and literacy in the 21st century.