Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation

Abstract

This study expects to discover the improvement of science teachers' comprehension of the STEM concept, the improvement of teachers' readiness in implementing it, and the relationship between the comprehension of STEM concepts and readiness in implementing it in learning science. The participants were 50 science teachers from a few junior high schools in Ciamis who joined the workshop and simulated natural science learning dependent on STEM concepts in the Galuh University in Ciamis, Indonesia. The method of study used descriptive utilizing instruments of questionnaires and interview guide. The data were investigated using descriptive statistics with SPSS version 25.0. In addition, data from interviews were analyzed qualitatively (as complementary data). The exploration results show an increase in understanding of the STEM concept of science teachers and an increase in teacher readiness to implement it in science learning. This increase in understanding of STEM concepts and readiness to implement them is strengthened by developing a plan for implementing STEM-based learning and observing STEM-based science learning simulation activities conducted by several workshop participants. In addition, there is also a high correlation between understanding the STEM concept and the teacher's readiness to implement it in science learning.

Applying STEM Engineering Design Process through Designing and Making of Electrostatic Painting Equipment in Two Rural Schools in Vietnam

“…This is also evidence of the effectiveness of Stage 5, both on students and teachers. This is quite similar to the results reported by Toto et al (2021), where science teachers' understanding and rea-diness in implementing STEM were improved through implementing STEM in their teaching. Another implication is that teachers' knowledge and skill are vital to successfully organizing STEM activities because teachers "play a critical role in the success of new reforms," as Nugroho et al (2019), yet teacher STEM pedagogical content knowledge will be developed through real teaching experience.…”

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

“…The STEM approach must involve the active participation of many parties, including students, teachers, administrators, and laboratory assistants (Altan & Ercan, 2016;Al Salami et al, 2017;Houchens et al, 2017;Suebsing & Nuangchalerm, 2021). STEM learning has the following characteristics: (1) focus on world issues and problems; (2) the engineering design process in learning; (3) involve students directly; (4) students are involved in productive work teams; (5) apply rigorous science and mathematics content in learning; (6) failure in practicum is an important lesson material to find the correct answer (Toto et al, 2021); (7) the ability to read and write science and think scientifically.…”

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

“…In Southeast Asian region, Saat et al (2021) 3 / 21 confidence and enthusiasm, and provided exchange information and support between schools and universities. In Indonesia, Toto et al (2021) reported increased teachers' understanding and readiness to implement STEM education after joining a science learning simulation PD workshop. Similarly, through a Thai-based PD program, Suebsing and Nuangchalerm (2021) reported increased teacher understanding and satisfaction toward STEM.…”