Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia

We explored energy learning progression and STEM conceptualization among pre-service science teachers (PSTs) in Japan and Indonesia. This study used a survey design to collect data using questionnaires on energy content knowledge (energy forms, transformation, dissipation, and conservation) and STEM conceptualization (definition, connectedness, and visualization). Results indicated that the Japanese PSTs have greater energy content knowledge than the Indonesian PSTs. Furthermore, content knowledge has a significant correlation with STEM conceptualization.

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