In-service Teachers’ Implementation and
Understanding of STEM
Project Based Learning

Han, Sunyoung; Yalvaç, Buğrahan; Capraro, Mary Margaret; Capraro, Robert M.

doi:10.12973/eurasia.2015.1306a

Cited by 119 publications

(127 citation statements)

References 24 publications

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“…While the number of STEM education initiatives across countries is rapidly increasing, not much is known about approaches for the implementation of integrated STEM instruction [5,27,28]. Teachers' understanding and application of STEM activities were explored using a qualitative case study approach [29]. The results suggest that in applying STEM in the classroom, the teacher should: (1) pay attention to the academic level of the students; (2) prepare as best as possible; and (3) try hard to apply STEM learning.…”

Section: The Domain Of Attitude Knowledge and Application Of Stemmentioning

confidence: 99%

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Wahono

Chang

2019

Sustainability

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This study focuses on assessing the growth of the latest developments of science, technology, engineering, and mathematics (STEM) as part of an effort to maintain the progress of STEM education. Assessment is necessary for every educational activity, including in the field of STEM education. However, there are limited comprehensive reports on the progress and development of STEM education inside individual Asian countries. An attempt to bring up the sustainable development of STEM education is conducted by using an exhaustive assessment. The assessment, within this study, includes three domains, namely attitudes, knowledge, and applications (AKA) regarding STEM education. The comparison of these three domains based on demographic data, teachers’ difficulties perception, and its contribution to the sustainable development of STEM education is, likewise, discussed. This type of research is a mix of both qualitative and quantitative research methodology. The quantitative analysis method was performed to address the level position and the comparative value of the three domains. In comparison, the qualitative analysis method was employed to strengthen the quantitative result analysis, as well as to deal with the teachers’ perception. Results show that science teachers have a very good attitude, a moderate-level category in the application, and a low-level category in knowledge regarding STEM education. Further, there are differences in knowledge and the application of STEM education, based on educational background and teaching experience of the teachers, yet there are no differences regarding teachers’ attitudes. Other components are discussed in detail, such as the teacher’s perception of STEM teaching difficulties. Providing challenges and opportunities for improving the quality of education in the future are discoursed. The results of this study suggest that knowledge and attitudes are fundamental domains for the proper implementation, as well as sustainability, of STEM education (especially in Indonesia).

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Section: The Domain Of Attitude Knowledge and Application Of Stemmentioning

confidence: 99%

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Wahono

Chang

2019

Sustainability

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“…Findings from several engineering-design-based studies showed increased student content knowledge (Mehalik, Doppelt, & Schuun, 2008;Richards, Hallock, & Schnittka, 2007;Schnittka, 2009). Furthermore, science content knowledge was more often influenced by engineering-design-based practices than by inquiry practices (e.g., Nite, Capraro, Capraro, Morgan, & Peterson, 2014;Han, Capraro, & Capraro, 2014;Han, Yalvac, Capraro, & Capraro, 2015). Engineering design was often associated with greater affect and academic interest for formerly low achieving African American students than for any other group of students.…”

Section: Themes From Higher Level Abstractionsmentioning

confidence: 99%

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Nite¹,

Capraro²,

Capraro³

et al. 2017

JSTE

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This metasynthesis focused on STEM teaching and learning practices in middle and high school classrooms and in informal settings. Research artifacts between 2005 and 2012 were examined. Fifty-eight unique artifacts were classified into four categories: reform-based teaching and learning, informal education, teacher factors, and technology use. Promising pedagogical reform-based practices included inquiry-based learning, engineering design, project-based learning, problem-based learning, and hands-on practices. The most common intervention identified was increasing teacher content knowledge. Even though STEM informal activities attempt to recruit underrepresented or low achieving students, the reality is that access to informal STEM activities is often based on students' expressed high interest, prior academic achievement, teacher recommendation, time and travel availability and flexibility, and overall levels of ambition or motivation. Positive outcomes, due to technology, appeared to covary with other factors such as teacher content knowledge, the presence of campus support, or active engagement within a learning community. 33 was conducted. We attempted to identify attributes from the literature linked with successful STEM teaching, learning, interest, and attitudes. Artifact Selection ProceduresOur comprehensive search of STEM practices in teaching middle and high school was conducted using the following search terms: "STEM practice" OR teaching OR learning OR education OR "high school" OR "middle school" OR research NOT cell NOT cells.

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“…The reason is that beyond making the comprehensive overlook and survey on the relative researches in the online education relative research fields (Anderson & McGreal, 2012;Casey, 2012;DeWaard et al, 2011;Han, Yalvac, Capraro, & Capraro, 2015;Hyman, 2012), the majority of the related researches always emphasize the traditional physical course's requests, such as the course's professionalization, evaluation and certification (Chamberlin & Parish, 2011;Eilks, 2015) without discussion and analyzing the correlationships between HESSI, CEOTPD and HEOSDS. Therefore, in order to significantly resupply these research gaps that no research can comprehensively analyze and further explore the most decisive online education determinants of sustainable strategy for Taiwanese higher education in the New Southbound Policy through interplay analysis between higher education students' studying interests and corporate employees' on-the-job digital training desires in the contemporary electronic-cloud era in consideration of empirical conditions among HE student digital effections, corporate digital on-the-job digital training demands and HE institute sustainable development for the New Southbound Policy requirements.…”

Section: Colleges Universities Totalmentioning

confidence: 99%

Exploring the Most Decisive Online Education Determinants as Impacted by Taiwan’s New Southbound Policy

Hsieh

2018

EURASIA J MATH SCI T

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In-service Teachers’ Implementation and Understanding of STEM Project Based Learning

Cited by 119 publications

References 24 publications

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Exploring the Most Decisive Online Education Determinants as Impacted by Taiwan’s New Southbound Policy

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