scholarly journals Science, Technology, Engineering, and Mathematics Integration: Science Teachers’ Perceptions and Beliefs

2020 ◽  
Vol 31 (1) ◽  
pp. 104-116 ◽  
Author(s):  
Esra Aҫikgül Firat ◽  
Keyword(s):  
Science Teachers ◽  
Teachers Perceptions ◽  
Science Technology ◽  
And Mathematics ◽  
Mathematics Integration

Effects of Science, Technology, Engineering, and Mathematics Education Using Algodoo to Prospective Science Teachers' Scientific Process and Education Orientation Skills

2021 ◽  
pp. 002205742110445
Author(s):  
Burcu Alan ◽  
Fikriye K. Zengin ◽  
Gonca Kececi
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
Prospective Teachers ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Good Tool ◽  
Science Technology ◽  
And Mathematics ◽  
Prospective Science Teachers

This study investigated the effects of science, technology, engineering, and mathematics (STEM) applications carried out with the purpose of supporting the integrated knowledge of prospective science teachers on the scientific process skills and STEM education orientation skills of prospective teachers. According to the results, the STEM application was effective on the scientific process skills of the prospective teachers in the experiment group in comparison to those in the control group; however, it was not effective on their levels of orientation towards STEM education. The prospective teachers stated that Algodoo is a good tool for integration of STEM disciplines.

scholarly journals Enhancing Thai In-service Teachers’ Perceptions of STEM Education with Tablet-based Professional Development

2018 ◽  
Vol 14 (10) ◽  
pp. 13 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Panuvit Chantara ◽  
Wachira Srikoom ◽  
Prasart Nuangchalerm ◽  
Lisa M. Hines
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Approach ◽  
Teachers Perceptions ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Teaching ◽  
Do So

National efforts in Thailand are currently focused on promoting STEM (Science, Technology, Engineering, and Mathematics) education in order to better prepare the future generations to be an effective and productive workforce. In accordance with this mission, the goal of this research is to develop a tablet-based professional development (PD) program to enhance in-service teachers’ perceptions of STEM education, which will directly affect both their decision to incorporate STEM, as well as their ability to effectively do so in their own classroom. To assess the efficacy of the PD program, we recruited 240 STEM and non-STEM teachers from basic education schools in Thailand to participate in the program. The activities in this program were divided into three parts: 1) increasing knowledge about STEM education, 2) providing demonstrations of STEM teaching, and 3) developing STEM-based lessons. Data were collected throughout the tablet-based PD program from focus group discussion sessions, pre-post questionnaires, and informal interviews. Data were analyzed using content analysis. The findings revealed that before participating in the tablet-based PD program, the majority of participants had limited knowledge on STEM education and were uncertain on how to integrate STEM into their instructional practices. They also had difficulty with connecting the different STEM disciplines in their activities. Although they were interested in implementing the STEM educational approach, they lacked confidence on how to accomplish this. After completing the tablet-based PD program, many participants had a much better understanding of STEM education and greater confidence with implementing STEM pedagogical approaches.

scholarly journals TEACHERS’ PERCEPTIONS OF USING THE BLENDED LEARNING APPROACH FOR STEM-RELATED SUBJECTS WITHIN THE FOURTH INDUSTRIAL REVOLUTION

2020 ◽  
Vol 19 (4) ◽  
pp. 583-593
Author(s):  
Jayaluxmi Naidoo ◽  
Asheena Singh-Pillay
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
Kwazulu Natal ◽  
Teacher Professional ◽  
And Mathematics

Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers’ perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZulu-Natal, South Africa and explored teachers’ perceptions of using blended learning for STEM-related subjects. Wenger’s Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers’ perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution. Keywords: blended learning, communities, practice, fourth industrial revolution, mathematics teaching, qualitative, STEM-related subjects, STEM teachers, technology teaching, technology-enabled learning.

scholarly journals MATHEMATICS TEACHERS’ PERCEPTION ABOUT STEM-BASED LEARNING

2021 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fitri Aida Sari ◽  
Dadang Juandi
Keyword(s):  
Mathematics Teachers ◽  
Developed Countries ◽  
Education Curriculum ◽  
Teachers Perceptions ◽  
Science Technology ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
And Mathematics ◽  
Stem Teaching ◽  
Descriptive Method

STEM has long been developed to produce a generation who is ready to face the challenges of the future era. STEM combines four elements (Science, Technology, Engineering, and Mathematics) in a learning process to make it more meaningful. STEM has been widely applied in developed countries, but in Indonesia, it has received less attention and has not been implemented in the education curriculum. The purpose of this study is to describe teachers' perceptions about the application of STEM, whether it is suitable to be applied in each school where the teacher works, what facilities are needed, and whether it is suitable to be applied during the pandemic Covid-19. This research method used a qualitative descriptive method by distributing open questionnaires to mathematics teachers from various regions. The results showed that most teachers agreed to use STEM in learning mathematics, including its application during the pandemic Covid-19. Besides, many things must be prepared before it can be applied, including the readiness and understanding of teachers regarding STEM, the availability of STEM teaching materials, and the availability of supporting facilities for each student and their ability to use them.

Investigation of Pre-Service Science Teachers’ Attitudes Towards Science, Technology, Engineering and Mathematics (STEM)

2018 ◽  
Vol 24 (4) ◽  
pp. 2819-2822 ◽  
Author(s):  
Nanang Winarno ◽  
Ari Widodo ◽  
Dadi Rusdiana ◽  
Diana Rochintaniawati ◽  
Ratih Mega Ayu Afifah ◽  
...  
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
And Mathematics ◽  
Teachers Attitudes

scholarly journals EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA

2020 ◽  
Vol 17 (35) ◽  
pp. 282-292
Author(s):  
Sunyono SUNYONO ◽  
Lisa TANIA ◽  
Andrian SAPUTRA
Keyword(s):  
Factor Analysis ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Natural Sciences ◽  
Career Interest ◽  
Science Technology ◽  
Life Problems ◽  
Confirmatory Factor ◽  
Stem Career ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.

scholarly journals EXPERIENCED TEACHERS’ PERCEPTIONS: MATH-FOCUSED STEAM LEARNING

Abjadia ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Dewi Rosikhoh ◽  
Liny Mardhiyatirrahmah ◽  
Abdussakir Abdussakir ◽  
Ahmad Abtokhi ◽  
Imam Rofiki
Keyword(s):  
Teaching Experience ◽  
Experienced Teachers ◽  
Vocational High School ◽  
High School Mathematics ◽  
Teachers Perceptions ◽  
The Third ◽  
Science Technology ◽  
Years Of Teaching Experience ◽  
Primary Focus ◽  
And Mathematics

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

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