Pre-service teachers’ perspectives on the role of statistics in a learning scenario for promoting STEM integration

International audienceThis paper reports on a teacher education project aiming to prepare pre-service teachers (PTs) of mathematics and of physics for developing STEM integration activities in school. In this study we aim to analyze pre-service teachers’ perspectives about the role of statistics in one interdisciplinary learning scenario to foster the integration of physics and statistics using technology, enacted with 8th grade students. Data collected from the group lesson plans and the written individual reflections of the 10 PTs enrolled in the project, qualitatively analysed, reveal that PTs of both subject areas recognize the central role of statistics in the learning scenario in relation with the three considered dimensions of the model of Authentic Integration adopted. However, they also document that the knowledge synthesis of the two areas involves a high level of complexity, and identify several challenges they faced concerning that process