Secondary school science teachers’ attitudes towards STEM education in Liberia

Tardy, Hackman, Salomey; Zhang, Danhui; He, Jingwen

doi:10.1080/09500693.2020.1864837

Cited by 28 publications

(22 citation statements)

References 54 publications

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“…In other words, teachers are deprived of training in STEM education (Ejiwale, 2013;Ring et al, 2017). Moreover, those with little knowledge of STEM education are more likely to have negative attitudes towards it (Hackman et al, 2021). Therefore, teachers can use OTPDPs to develop professional skills regarding STEM education.…”

Section: Research Significancementioning

confidence: 99%

“…Teachers should have a sound grasp of STEM education to use it in their lectures (Pang & Good, 2000) because content knowledge is of significance to integrate STEM education into teaching (Hackman et al, 2021). Teachers with little pedagogical content knowledge have difficulty integrating STEM into their lectures (Stinson et al, 2009) and have negative attitudes towards it .…”

Section: Effective Professional Development In Stem Educationmentioning

confidence: 99%

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Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Yıldırım

Akcan

Öcal

2022

JBSE

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This study addressed teachers’ perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers' perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study.” Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs. Keywords: online professional development, STEM education, teacher perception

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Section: Research Significancementioning

confidence: 99%

Section: Effective Professional Development In Stem Educationmentioning

confidence: 99%

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Yıldırım

Akcan

Öcal

2022

JBSE

View full text Add to dashboard Cite

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“…Similarly, while some studies show that there is significant influence of teaching experience on individuals' attitudes toward science instruction (Alake-Tuenter et al, 2013), other studies show that there is no significant influence of teaching experience on individuals' attitudes. Other personal and contextual factors that have empirically been shown to influence attitudes toward science teaching include class size, time constraint, class management, curricula demands (DiBiase & McDonald, 2015;Ramnarain & Hlatswayo, 2018), school-type (Hackman et al, 2021), and ethnicity/race (Riegle-Crumb et al, 2015).…”

Section: Demographic and Contextual Influences On Attitudes Toward Science Teachingmentioning

confidence: 99%

“…Most studies aimed at examining preschool, elementary, middle, high, and secondary school preservice and in-service teachers' attitudes are conducted in places where the culture of inquiry is well established (Alake-Tuenter et al, 2013;Damnjanovic, 1999;Maier, Greenfield, & Bulotsky-Shearer, 2013;Park et al, 2016). Contrary, there have been few studies to examine teachers' attitudes in places where curricula changes have occurred to adopt and implement inquiry-based science pedagogy (Aldahmash, Alamri, Aljallal, & Bevins, 2019;Hackman, Zhang, & He, 2021;Mugabo, 2012;Ramnarain & Hlatswayo, 2018;Ssempala, 2017). Studies into elementary, middle, junior high, and senior high school teachers' attitudes in these contexts are necessary to gain insight and ascertain whether the teachers' dispositions enable or disable inquiry teaching, and to provide appropriate remedy where necessary.…”

Section: Introductionmentioning

confidence: 99%

Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

Mohammed

Amponsah²

2021

JETS

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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.

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“…In the learning model, students need understanding and teaching that takes into account the quality of communication and the role of emotions in educational practice (Stojanovic et al, 2021). Apart from that the attitudes of teachers in teaching also greatly affect the quality of learning, it can instill exemplary values for students (Hackman et al, 2021). According to Syah in (Wulandari & Hasyim, Adelina Nurmalisa, 2019) said that learning achievement is the level of success of a student in studying subject matter at school which is expressed in the form of scores obtained from test results regarding several certain subject matter.…”

Section: ) Improving the Quality Of Learningmentioning

confidence: 99%

POLICY EVALUATION OF THE ZONATION SYSTEM IN ADMISSION OF NEW STUDENTS (Case Study of State Senior High School 2 Bandung)

Suherman

Nur²

2021

jia

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This study aims to evaluate the Zoning System policy in the admission of new students listed in Permendikbud no. 17 of 2017, the purpose of the zoning system is to equal access to education in each district / city. however, in its implementation, it has not been able to eliminate the mindset of favorite and not favorite schools because the accreditation of several schools has not yet been evenly distributed, besides that, they still have to adapt to the implementation of this policy, one of which is at State Senior High School 2 Bandung which is the first cluster school before the zoning system for the admission of new students. This study uses a William N Dunn model of public policy evaluation with the CIPP approach (Context, Input, Process, Product). The research method uses descriptive research methods with a qualitative approach. Data collection techniques through interviews, observation and documentation study. The results showed that the application of the zoning system in the admission of New Students at State Senior High School 2 Bandung has been going very well but still needs new patterns in learning and the impact of implementing zoning system policies including improving the quality of learning, division of study groups, characteristics of students and the learning process at StateSenior High School 2 Bandung.

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Secondary school science teachers’ attitudes towards STEM education in Liberia

Cited by 28 publications

References 54 publications

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Teachers’ Perceptions and Stem Teaching Activities: Online Teacher Professional Development and Employment

Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

POLICY EVALUATION OF THE ZONATION SYSTEM IN ADMISSION OF NEW STUDENTS (Case Study of State Senior High School 2 Bandung)

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