The paper identifies possible causes of STEM education reform failures and suggests how repairing the link between evidence-based education research and teacher education practice may address the problem. The evidence-based STEM education research is described and placed in the STEM teacher education context. The paper shows how this research may help reverse the growing student STEM disengagement, support effective learning environments, bring attention to teacher professional development, and inform STEM education policy. The paper calls on placing research-based STEM teacher education in the center of contemporary reform efforts and conducting evidence-based education research to study the effect of this process on the growth of teacher knowledge and subsequently on student learning. The major claim is that research-based teacher education and professional development are key factors in successful implementation of STEM education reforms. However, more research is needed to examine this assertion. We suggest a four-step approach for incorporating evidence-based education research and teacher education practice as a potential solution: Model-Reflect-Research-Practice. This approach emphasizes teacher-candidates' active engagement with research-based pedagogies as learners and as future teachers. It provides a universal framework for incorporating research-based pedagogies in teacher education as described in the two examples. The first example showcases Peer Instruction supported by PeerWise technology used to promote conceptual understanding through peer learning. The second example focuses on supporting teacher-candidates' growth by asking them to teach short mini-lessons, record and upload them onto the online collaborative platform (Collaborative Learning Annotation System) for peer feedback and reflection. Both examples incorporate collaborative educational technologies to promote the development of teacher-candidates' knowledge for STEM teaching and their growth mindset. The paper emphasizes how making evidence-based STEM education research a foundation of teacher education can help connect education research to teacher education practice and break the vicious circle of STEM education reform failures.

This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates' professional competencies and their positive attitudes about mathematics and science education. We show how modeling technology-enhanced deliberate pedagogical thinking in physics methods courses can improve teacher-candidates' subject-specific pedagogical knowledge and their positive attitudes about science learning. We also discuss potential challenges that must be addressed in order to help teacher-candidates successfully implement these pedagogies during the practicum and in their early years of teaching.

This mixed-methods case study examines parental motivation for participation in a Canadian university-based STEM outreach event. Parents responded to a post-event questionnaire that was followed by individual interviews. The quantitative part revealed how and why parents engaged with their children’s STEM education. Surprisingly, neither university admission requirements nor STEM-related job opportunities were top motivating factors. The qualitative part indicated that some parents found it challenging to connect their children’s learning experience in school with the government-mandated curriculum or with their own experiences. Most interviewees were satisfied with their children’s STEM education and considered family support crucial in this process.

Lately STEAM (science, technology, engineering, art/aesthetics/architecture/all, mathematics) education has become a common notion. Yet, the theoretical and practical perspectives on STEAM, from its nature to classroom applications and its implementation in teacher education have unexamined potential. This special issue grew out of the International LUMAT Research Symposium “Promoting STEAM in Education” that took place at the University of Helsinki, Finland in June of 2020. With the challenges of organizing an online symposium in the midst of the COVID-19 pandemic, its online nature had significant advantages. The symposium drew international scholars inviting a multitude of prospective on STEAM education, while uncovering the challenges faced by educators. The issue aims at examining these challenges through a collection of papers. In this editorial, we introduce some key notions, discourses, and challenges of STEAM education, as a relatively novel concept and briefly discuss the history of STEAM and its evolution over the last decades. We also problematize STEAM and its roots through asking a question: What is “A” in STEAM representing? Then we introduce the three articles in this special issue: “Full STEAM ahead, but who has the map? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools”; Promoting STEAM learning in the early years: ‘Pequeños Científicos’ Program”; and “Promoting student interest in science: The impact of a science theatre project”. These articles challenge us to rethink STEAM education, reveal the potential of STEAM, and offer ideas for future research.