Teacher Readiness Towards Integrating Stem Education Into Teaching And Learning

Mustafa, Norazla

doi:10.15405/epsbs.2018.05.27

Cited by 3 publications

(3 citation statements)

References 9 publications

(12 reference statements)

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“…As a result, this research proposes that readiness should be included in the influencing factors of STEM educational intention; thus, readiness was divided into three dimensions: cognition, emotion, and behavior [35][36][37] Certain extensions of the DTPB model were established: nine independent variables, four intervening variables, and one dependent variable were used to construct a comprehensive model. Furthermore, corresponding hypotheses were formulated, as shown in Figure 1.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

How K12 Teachers’ Readiness Influences Their Intention to Implement STEM Education: Exploratory Study Based on Decomposed Theory of Planned Behavior

Lin

et al. 2022

Applied Sciences

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Teachers are the key factors in ensuring the effectiveness of STEM education, and their intentions deeply influence their teaching practices. The existing research about the influencing factors of teachers’ intentions to implement STEM education has some problems, such as small sample sizes, being limited to teachers of a single subject, and the need for optimization of the theoretical model relied on. This research, based on the decomposed theory of planned behavior combined with the readiness of teachers, formed an assumption model of the factors influencing teachers’ STEM education intentions from the aspects of attitudes, subjective norms, and perceived behavioral control. Questionnaires were sent to 532 K12 general teachers in China. A structural equation model (SEM) was used to analyze recycled data and verify the assumption model. The results show the following: (1) The educational readiness of K12 teachers in China was at an upper–middle level. Among them, the level of emotional readiness was the highest, while the level of behavioral readiness was the lowest. (2) The STEM behavioral intention of teachers was at an upper–middle level, and attitudes and perceived behavioral control had direct significant impacts on teachers’ intentions to engage in STEM education. Perceived usefulness, self-efficacy, and behavioral readiness were the three strongest indirect impact factors. (3) The emotional readiness of the teachers directly affected their intentions to implement STEM education. Behavioral readiness and cognitive readiness indirectly had an impact on teachers’ intentions to implement STEM education by influencing self-efficacy.

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Section: Hypothesis Developmentmentioning

confidence: 99%

How K12 Teachers’ Readiness Influences Their Intention to Implement STEM Education: Exploratory Study Based on Decomposed Theory of Planned Behavior

Lin

et al. 2022

Applied Sciences

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“…Teachers' teaching practices still employ a teacher-centered approach, which obstructs the development of higher-order thinking skills (HOTS) (MOE, 2013). Previous studies reported that integrated STEM teaching practices among teachers are still at a moderate level (Mahmud et al, 2018), incomprehensive (Mustafa et al, 2017), and unable to meet students' needs (Siew et al, 2015). The decline in students' academic performance is also linked to teachers' guidance methods, which do not suit the students' abilities (Losius et al, 2018;Nasir et al, 2019).…”

Section: Problem Statementmentioning

confidence: 99%

Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices

Razali¹,

Jamaluddin²,

Kamarudin³

2022

IJARBSS

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Malaysia has emphasized the integration of Science, Technology, Engineering, and Mathematics (STEM) in Technical and Vocational Education and Training (TVET) to ensure the supply of manpower in the industry meets the requirements of Digital 4.0. However, teachers' teaching practices in the classroom were found to be the cause of the declining number of students taking STEM subjects in secondary schools. Teachers' knowledge is important to ensure an integrated STEM teaching can be implemented effectively. Knowledgeable teachers in STEM discipline will increase confidence to apply integrated STEM in teaching and learning (T&L). This study was conducted to examine the level of teachers' knowledge and its relationship with STEM teaching practices among Design and Technology teachers. This quantitative study involved 375 Design and Technology teachers from 99 of secondary schools on the East Coast of Malaysia. This quantitative study using stratified random sampling technique to determine the sample. The questionnaire consisting 61 items distributed online via Google Form. Descriptive analysis and Pearson correlation were performed using Statistical Package for Social Science version 26.0. The analysis showed that Design and Technology teachers' level of knowledge is high with a score of M = 3.20 and SD = 0.35, while the integrated STEM teaching practices are at a moderate level with a score of M = 2.97 and SD = 0.46. Furthermore, knowledge on integrated STEM teaching practices among Design and Technology teachers exhibited a moderate and significant positive relationship with a score of r = 0.356 and p<0.05. The findings indicated that teachers do implement integrated STEM teaching practices but not comprehensively and consistently. They are in the knowledge development phases in understanding the STEM concept and implementing it in the Design and Technology curriculum. Furthermore, STEM teaching has yet to be part of their teaching culture. They require time to adapt STEM teaching into their existing teaching practices. Therefore, teachers need additional support from school administrators, departments, and the Ministry of Education (MOE) to participate in "hands-on" and "minds-on" courses related to STEM T&L. Further research is needed on integrated STEM teaching practices using different approaches involving engineering design process to fill the gap in teaching practices among Design and Technology teachers.

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“…Of that number, 26.6 percent chose Technical and Vocational Education and Training (TVET). This decline could be linked to teachers' integrated STEM teaching practices which were reported to still be at a moderate level [12], not comprehensive [13], and not enough to meet the needs of the students [14]. The students were also reported to lack understanding of the teachers' delivery method and thus, causing them to lose interest in STEM [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

The Integration of Science Technology Engineering and Mathematics (Stem) in Home Science: Teachers' Understanding and Challenges

Rahimah Jamaluddin,

Nor Haslinda Mohd Shah,

Mohd Hazwan Mohd Puad

et al. 2023

ARASET

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The integration of Science Technology Engineering and Mathematics (STEM) education was introduced in Home Science subjects in the year 2017. It aims to enable Home Science students to be competitive in facing the challenges of the 21st century. However, the integration of STEM was not fully implemented due to time constraint, lack of STEM knowledge, as well as heavy workload among the teachers. This study was conducted to explore the integration of STEM among Home Science teachers. Three research questions were derived. Firstly, by exploring Home Science teachers' understanding of STEM and the challenges faced by them in integrating STEM. This qualitative case study involved three Home Science Teachers in Larut Matang and Selama District, Perak. The research informants were selected by using purposive sampling technique. Data were collected using semi-structured interviews. The findings indicated that Home Science teachers understand the concept of STEM integration. They successfully integrate elements of Science and Mathematics, but lack the knowledge to integrate the elements of technology and engineering in Home Science. Only certain topics were chosen to inculcate the STEM elements. Findings also showed that the teachers are not confident in planning STEM projects because there is no guidance and course given to them. Three main challenges faced by the teachers are time constraint, no allocation or budget, and limited creativity to implement STEM projects. The involvement of Home Science teachers in STEM-related activities organised by the District Education Office, State Education Department, or with STEM organisations need to be increased to make sure they get enough exposure to STEM integration in the classroom. Comprehensive training should also be given to Home Science teachers through a continuous Professional Learning Community (PLC) to improve their level of competence in teaching STEM.

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Teacher Readiness Towards Integrating Stem Education Into Teaching And Learning

Abstract: This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Cited by 3 publications

References 9 publications

How K12 Teachers’ Readiness Influences Their Intention to Implement STEM Education: Exploratory Study Based on Decomposed Theory of Planned Behavior

How K12 Teachers’ Readiness Influences Their Intention to Implement STEM Education: Exploratory Study Based on Decomposed Theory of Planned Behavior

Implementing Integrated STEM Teaching in Design and Technology: Teachers’ Knowledge and Teaching Practices

The Integration of Science Technology Engineering and Mathematics (Stem) in Home Science: Teachers' Understanding and Challenges

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