Teachers' attitudes towards S.T.E.M. in secondary education

Abstract

The primary purpose of this study was to examine the level of secondary education teachers' attitudes towards implementing S.T.E.M. in the classroom. Moreover, previous relative research studies' findings were reviewed to assist in the analysis of the current study. The main instrument of the study was a questionnaire containing 18 items using a 5-point Likert scale administered to 121 K-12 school teachers. Descriptive, independent t-tests and ANOVA analyses were applied to analyze the research findings. The results showed a highly positive attitude towards S.T.E.M. education. Nevertheless, teachers seem concerned about implementing the framework in the classroom and appear willing to participate in relative seminars. Overall, this study's findings comply with the findings of the international literature and are expected to raise awareness among the relevant departments of the Hellenic Ministry of Education and Religious Affairs.

Creating a watermill through steam activities for preschool children in the school yard

“…Sustainability issues such as climate change are characterized by a high degree of complexity and involve unpredictable consequences when addressed (Kalliontzi, 2022). Since these issues simultaneously concern the environment, society and economy, including education for sustainable development in early childhood education are emphasized (Hedefalk et al, 2015).…”