Integrating Multimodal Teaching Strategies into STEM Education: Reflections from Pre-Service and In-Service Teacher Workshop Experiences

Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; Web site: https://www.scientiasocialis.lt/

Y

15

Teaching Methods; STEM Education; Preservice Teachers; Faculty Development; Workshops; Teacher Education; Student Centered Learning; Learner Engagement; Concept Formation; Attitude Change; Foreign Countries; Inclusion; Creativity; Teacher Collaboration; Learning Modalities

India; Malaysia

The growing emphasis on STEM education and the diverse needs of learners necessitate the adoption of innovative, inclusive teaching strategies. This study investigates the impact of multimodal teaching strategies--integrating visual, kinesthetic, and auditory modes--on in-service and pre-service teachers. Training sessions were conducted with 34 in-service teachers in India and 56 pre-service teachers in Malaysia. The sessions aimed to promote learner-centered practices, enhance instructional confidence, and support inclusive STEM pedagogy. Data were gathered using feedback forms, session presentations, and semi-structured interviews. Content analysis revealed that both groups experienced increased engagement, a deeper understanding of STEM concepts, and a positive shift in attitudes toward creative and collaborative teaching. Strategies such as role-play and play dough modeling were particularly well-received, enabling the transition from teacher-centered to student-centered instruction. These findings highlight the potential of multimodal approaches to enrich teacher education and professional development programs, fostering creativity, inclusivity, and effective communication in 21st-century classrooms. [For the complete proceedings, see ED673688.]

As Provided

2025

ED673699