The Readiness of Shenzhen Primary Science Teachers Using Problem-Based Learning to Implement STEM Education

Zheng, Danyi; Tse, Alex Wing Cheung

doi:10.1109/tale52509.2021.9678733

Cited by 1 publication

(3 citation statements)

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“…Though the teachers had a certain understanding of STEM education in terms of knowledge and methods as well as the teachers' role, their understanding of comparatively sophisticated STEM programs was still scant. Research conducted by DanyiZheng [33] obtained similar results. The level of teachers' readiness from a behavioral aspect was relatively low compared to that of cognitive readiness and emotional readiness.…”

Section: Discussionsupporting

confidence: 65%

“…Readiness is the level of ability and willingness shown by an individual in a particular job [32]. The readiness of a teacher has a great impact on the quality of classroom instruction, the effectiveness of classroom instruction, and the acquisition of students' abilities [33]. Hata, Nur Fatahiyah Mohamed et al [34] found that teachers who had more knowledge and better attitudes toward STEM education were better prepared for STEM education.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

“…To reduce concept repetition and simplify the models, this research chose the dimensions of cognitive and behavioral readiness from the degree of readiness to investigate and discuss whether these two could predict the self-efficacy of teachers. The cognitive readiness of teachers refers to the improvement of thinking and the ability to make cognitive choices to solve STEM problems or complete STEM teaching tasks [33]. Behavioral readiness refers to the attitudes towards STEM, changing emotional reactions, and the changes that can be seen in STEM teaching behaviors [36].…”

Section: Perceived Behavioral Controlmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 65%

Section: Hypothesis Developmentmentioning

confidence: 99%