scholarly journals A Study of Disposition, Engagement, Efficacy, and Vitality of Teachers in Designing Science, Technology, Engineering, and Mathematics Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Pei-Yi Lin ◽  
Ching Sing Chai ◽  
Morris Siu-Yung Jong
Keyword(s):  
Secondary Teachers ◽  
Stem Education ◽  
Structural Equation ◽  
Learning Activities ◽  
Equation Modeling ◽  
Positive Perception ◽  
Lesson Design ◽  
Science Technology ◽  
E Learning ◽  
And Mathematics

This study proposes and tests a theoretical model of how perceptions of disposition, engagement, and efficacy of teachers for science, technology, engineering, and mathematics (STEM) e-learning can predict their sense of vitality when they designed STEM education. Upon the proposition, we developed and validated an instrument for examining the relationships between these variables. The participants were 122 secondary teachers of STEM education from Hong Kong. The instrument included four design aspects as follows: (i) disposition, (ii) lesson design engagement, (iii) efficacy for designing STEM e-learning, and (iv) vitality of teachers after attending a series of STEM professional development activities. To analyze the relationships among the variables, partial least squares structural equation modeling was employed. The disposition of teachers predicted lesson design engagement and both of these factors, in turn, predicted efficacy for designing STEM e-learning. In other words, if teachers have a high proposition toward designing learning activities, their engagement in the lesson design process may enhance their capacities in designing and implementing such activities. Also, the disposition of teachers and lesson design engagement predicted their vitality, revealing that well-suited STEM teachers should not only be able to design a STEM curriculum but also have a positive perception of STEM education.

Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields

2020 ◽  
pp. 089484532091311 ◽  
Author(s):  
Amber Simpson ◽  
Jose Morales Collazo ◽  
John Zilvinskis ◽  
Adam Maltese
Keyword(s):  
Sense Of Belonging ◽  
Structural Equation ◽  
Online Survey ◽  
The United States ◽  
Equation Modeling ◽  
Direct Impact ◽  
Science Technology ◽  
And Mathematics ◽  
Positive Direct ◽  
Specific Identity

Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of belonging. Results from structural equation modeling indicated that participants’ STEM field had a positive, direct impact on their discipline-specific identity but a negative, direct impact on other discipline identities. Furthermore, recognition and competence had significant direct and indirect effects on participants’ STEM identity, which was not consistent by STEM field. Alternatively, sense of belonging and self-identifying as a woman had limited effects in our model. Our findings raise questions as to the possibility (or not) of STEM as an interdisciplinary identity for professionals with a career in STEM.

scholarly journals Factors influencing the formation of consumer engagement and consumer satisfaction with e-learning activities

2021 ◽  
Vol 17 (2) ◽  
pp. 137-148
Author(s):  
Singgih Santoso
Keyword(s):  
Consumer Satisfaction ◽  
Structural Equation ◽  
Information Quality ◽  
Sampling Technique ◽  
Learning Activities ◽  
Learning Performance ◽  
Equation Modeling ◽  
Consumer Engagement ◽  
E Learning ◽  
Learning Software

The COVID-19 pandemic that plagued the world has resulted in many e-learning software that drove virtual learning activities to jump sharply and began to replace face-to-face meetings. This paper aims to find out the influence of digital readiness, technical and information quality, instructor quality, e-learning adoption and attitude on consumer engagement, and consumer satisfaction with e-learning performance. The study was conducted in the form of a quantitative survey at Duta Wacana Christian University in the Special Region of Yogyakarta, Indonesia, over the period from June 2020 to September 2020. The study sample using the purposive random sampling technique consisted of 175 students as respondents. Various statistical methods, including descriptive and structural equation modeling, were used to analyze the data and test the hypotheses of the model. Key findings were that there is a statistically direct impact of digital readiness, technical and information quality, e-learning adoption and attitude, and instructor quality on consumer engagement, and thus consumer engagement influences consumer satisfaction positively and significantly. With these results, tutorial activities need to be implemented for the use of popular e-learning software and related technological literacy, because the need for e-learning software will be even more massive in the future.

scholarly journals Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

2015 ◽  
Vol 14 (3) ◽  
pp. ar32 ◽  
Author(s):  
Sue Ellen DeChenne ◽  
Natalie Koziol ◽  
Mark Needham ◽  
Larry Enochs
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Equation Modeling ◽  
Graduate Teaching ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.

scholarly journals PENDEKATAN TAM SEBAGAI ANALISIS PENGGUNAAN E-LEARNING PENDUKUNG SISTEM PEMBELAJARAN DIKLAT TEKNIS BALAI PELATIHAN PERTANIAN (BPP) LAMPUNG

2017 ◽  
Vol 4 (2) ◽  
pp. 13-25
Author(s):  
Alhibarsyah Alhibarsyah
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Ease Of Use ◽  
Statistical Testing ◽  
Learning Activities ◽  
Equation Modeling ◽  
E Learning ◽  
Acceptance Model ◽  
Willingness To Use

The development of technology, especially information technology, in the last decade shows rapid progress, both hardware, software, or other infrastructure that can support the creation of a reliable information system.This study aims to evaluate the revenue model of e-learning as one of the supporting software technologies in the learning activities, with the approach Technology Acceptance Model (TAM). For statistical testing will be done with Structural Equation Modeling (SEM) in AMOS 20.0 software.Based on the analysis and interpretation, the author sum up that flexibility, ease of e-learning to use, learn and understand the effectiveness and influence on training participants completion of the job training can even improve their performance, the effectiveness of high impact use of e-learning in Pusdiklat Teknis BPP Lampung, compliance use of e-learning by training influential training participants to frequency use of e-learning in Pusdiklat Teknis BPP Lampung, ease of use of e-learning also affect the willingness to use e-learning.

scholarly journals Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

2019 ◽  
Author(s):  
Jingoo Kang ◽  
Tuula Keinonen ◽  
Anssi Salonen
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Structural Equation ◽  
Self Concept ◽  
Equation Modeling ◽  
Lower Secondary School ◽  
Reciprocal Relationships ◽  
Science Technology ◽  
And Mathematics

AbstractAccording to previous theories and studies, interest and self-concept at an early age have played a pivotal role in occupational choices, especially in the fields of science, technology, engineering, and mathematics. However, a causal relationship between interest, self-concept, and aspirations in science is still under debate. In addition, few studies have focused on gender differences in these relationships. Therefore, this study aimed to explore the relationships between interest and self-concept in predicting science aspirations between ages 13 and 16 at lower-secondary school, considering gender differences. For the analyses, we conducted cross-lagged modeling and multi-group structural equation modeling in order to examine interrelationships between interest, self-concept, and science aspirations. According to the results, students’ self-concept was high and stable, while interest was low but increased significantly during the lower-secondary school phases. However, there were no reciprocal relationships between interest and self-concept in predicting students’ science aspirations. Interestingly, while girls’ interest was indicated as a sound predictor of aspirations in science, girls’ self-concept had no predictive influence on aspirations. Possible interpretations and implications of the study for lower-secondary science education are discussed.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

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