Developing Pre-service Science Teachers’ Ability to Teach the MII-STEM Approach Through Microteaching

This study aims to examine the effectiveness of model-based integrated inquiry in science, technology, engineering, and mathematics (MII-STEM) approach implementation to pre-service science teachers’ ability to teach the MII-STEM approach through microteaching. The key features of the MII-STEM approach consist of real-world problems, constructing a STEM model, predicting, collecting data, testing solutions, and formulating hypothesis-proposal solutions. The method used in this study was a one-shot case study. Data were collected through a teaching-practice assessment form covering eight aspects,
including teaching purpose, science and engineering practices, modelling, inquiry, the integration between S-T-E-M, overview and sequence of learning management, learning management steps according to MIISTEM and methods of measurement, assessment, and evaluation. The participants consisted of 25 preservice science teachers that be divided in five groups. We analyzed the data using rubric scores to obtain a mean score for each pre-service science teacher. The results indicate that all five pre-service science teachers are in the acceptable category for practicing the MII-STEM approach based on the results of the microteaching assessment. These findings conclude that pre-service science teachers’ ability to teach the MII-STEM approach is acceptable, showing that the MII-STEM approach impementation is effective towards pre-service science teachers’ ability to teach the MII-STEM approach. Future studies need to be conducted to develop and evaluate the online MII-STEM approach as a response to the COVID-19 outbreak.