Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation

Akiri, Effrat; Tor, Hrisilda Matathia; Dori, Yehudit Judy

doi:10.29333/ejmste/10882

Cited by 19 publications

(18 citation statements)

References 92 publications

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“…Addressing pre-service teachers' beliefs has been found to have an impact on their beliefs about teaching. Teachers find solutions to obstacles and constraints they encounter, which can contribute to their empowerment (Akiri et al, 2021;Bray-Clark & Bates, 2003). Principals who delegate responsibilities to their teachers can also contribute to their empowerment and thus to their personal development (Lumpkin, 2008).…”

Section: Teachers' Professional Growth (Pg)mentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

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Section: Teachers' Professional Growth (Pg)mentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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“…Most of the studies lacked assessment on the improvement of student's interdisciplinary understanding or skills. Akiri et al (2021) investigated 125 Israeli STEM coordinators and teachers' both teaching and assessment methods. Teaching methods included lectures and presentations followed by class discussions and collaborative duties.…”

Section: Related Literaturementioning

confidence: 99%

Assessment of STEM Projects: Tacit Perspective of Turkish Science Education

Koştur

2023

Journal of STEAM Education

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With the worldwide spread of STEM education, which is considered as one of the most important developments of the 21st century in the field of education, the question of how to assess STEM education activities has emerged. In STEM education, where many interdisciplinary learning outcomes are applied together and where the learning process is more important, it is natural for the traditional summative assessment methods to lose their validity. In Turkey, the 2018 science course curriculum was updated with the components of STEM education and the importance of process assessment was emphasized, but there is no detailed explanation given on how to do it. However, formative assessment was discussed in detail in an earlier Turkish science curriculum. In this article, discussion is presented on how to use formative assessment in STEM education with the aid of 2005 Turkish science curriculum together with examples from various resources.

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“…These practices are still evolving today, and there is no definitive concept that accurately and unambiguously determines the boundaries and scope of STEM education. Nevertheless, over 15 years spent in different countries, they have accumulated extensive experience in the development of education in this direction (Akiri et al, 2021).…”

Section: / 11mentioning

confidence: 99%

“…It gives an opportunity to train a technocratic elite: scientists, engineers, technicians capable of solving the problems of the current stage of development of the state, oriented towards the technological path. Some authors call this approach an educational phenomenon and one of the main trends in world education (Akiri et al, 2021;Alsmadi, 2020;Barroso, 2020;Begishev et al, 2021;Changtong et al, 2020;Dawson, 2019;Gatan et al, 2021;Gunawan & Shieh, 2020;Kvon et al, 2019;Loyalka et al, 2021;Ma, 2021;Parks et al, 2021;Phillips et al, 2019;Salakhova et al, 2020;Starcic et al, 2017;Tugun et al, 2020;Usak et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Model of STEM Education as an Innovative Technology in the System of Higher Professional Education of the Russian Federation

Mikhaylovsky

Karavanova

Medved

et al. 2021

EURASIA J Math Sci Tech Ed

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To study STEM and STEAM education as an innovative technology, the authors of the paper conducted a comprehensive theoretical and methodological study on the stated problem. A comprehensive theoretical and methodological study was directed towards the solution to the problem of developing a new model for the STEM and STEAM education system to make correct management decisions in the framework of the country's socio-economic development based on objective data. The object of the study was STEM and STEAM education as an innovative technology. The subject of this study is the mechanisms of STEM and STEAM-education in the system of higher professional education of the Russian Federation. The methodological foundation of the study was the general scientific ideas for holistic, systemic, and integrative approaches to the study, which gave an opportunity to assess a set of interrelated and interacting elements that form a certain integrity. The use of these approaches provided a comprehensive analysis and formulation of the research problem and determined the strategy for its study. Both theoretical and empirical methods of studying the indicated problem were used in the comprehensive theoretical and methodological study presented in the paper. The leading methods of scientific knowledge were the following: the method of comparison; phenomenological data analysis; discourse analysis of the text; theoretical analysis; empirical description (expert assessment method and in-depth interviews). The result of the study is the STEM education model developed by the authors as an innovative technology in the system of higher professional education of the Russian Federation. The materials of the paper will be useful for specialists in the field of higher professional education, teachers of natural sciences and humanities, the teaching method of which is based on the STEM approach.

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Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation

Cited by 19 publications

References 92 publications

Professional Growth of Novice and Experienced STEM Teachers

Professional Growth of Novice and Experienced STEM Teachers

Assessment of STEM Projects: Tacit Perspective of Turkish Science Education

The Model of STEM Education as an Innovative Technology in the System of Higher Professional Education of the Russian Federation

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