INTEGRATING AVIATION-THEMED STEM DISCIPLINES INTO MATHEMATICS INSTRUCTION: EFFECTS ON PRE-SERVICE TEACHERS’ CONTENT KNOWLEDGE DEVELOPMENT IN TAIWAN

Author

• Kuan-Chun Chen, Southern Illinois University CarbondaleFollow

Date of Award

8-1-2026

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Lin, Cheng-Yao

Abstract

This study examined the effects of a STEM-integrated pedagogical approach on pre-service teachers’ (PSTs’) development of mathematical content knowledge and their affective dispositions toward mathematics instruction. The primary focus of the study was on PSTs’ learning outcomes in domain-specific knowledge, statistics, geometry, and algebra, as well as different types of knowledge, including factual, procedural, and conceptual knowledge.A quantitative-dominant research design with qualitative support was employed. A total of 58 PSTs from two universities in northern Taiwan participated in a four-week instructional intervention that engaged them in STEM-integrated, problem-based learning activities grounded in real-world contexts. Data were collected through three quantitative instruments, a computational skills test, an affective disposition questionnaire, and a content knowledge test administered at pre-test, post-test, and delayed post-test, as well as semi-structured interviews with seven participants. Quantitative data were analyzed using descriptive statistics, paired and independent samples t-tests, and repeated measures analysis of variance (RM ANOVA), with effect sizes reported to assess the magnitude of observed differences. Qualitative data were analyzed using a reflexive thematic analysis approach to provide interpretive insights into participants’ experiences. The findings indicated significant improvements in PSTs’ content knowledge across all three domains, with the greatest gains observed in statistics, followed by geometry and algebra. Analysis of knowledge types revealed distinct developmental patterns, with factual knowledge improving rapidly, procedural knowledge showing steady growth, and conceptual knowledge demonstrating more gradual but sustained development. Retention analysis further indicated that PSTs were able to maintain their learning gains two weeks after the intervention. In contrast, changes in affective dispositions were generally modest. It is important to note that the intervention was designed to strengthen PSTs’ content knowledge with an emphasis on conceptual understanding, rather than to directly enhance affective outcomes. Accordingly, the affective disposition questionnaire served primarily to explore participants’ perceptions and experiences. While no statistically significant overall differences were found, subgroup analysis revealed improvements in preference toward STEM-integrated instruction among participants from one institution. Qualitative findings complemented the quantitative results by highlighting increased engagement, enhanced conceptual understanding, and shifts toward more student-centered teaching perspectives. At the same time, participants expressed concerns related to instructional time constraints and implementation challenges. Overall, this study provides evidence that STEM-integrated pedagogy can effectively support PSTs’ cognitive development while offering additional insights into their learning experiences. Based on the findings of this study, a STEM-Integrated Mathematical Learning (SIM-L) Model is proposed to theoretically conceptualize PSTs’ learning within a STEM-integrated instructional context. The findings have important implications for mathematics teacher education, particularly in supporting the integration of interdisciplinary, context-based instructional approaches.