Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices

Abstract

This study aims to describe the analysis of the validity and reliability of an instrument that determines the self-perception of natural science teachers using the STEAM approach regarding the planning, development, and evaluation of their pedagogical activities. For its design, empirical studies were obtained from a bibliographic review, theoretical criteria on self-perception and STEAM approach, and population characteristics. For the instrument quality assessment, content validity parameters were analyzed by experts, and construct validity and reliability were assessed with the help of the SPSS statistical package. Ten educational doctors served as expert judges and 143 teachers (pre-service and in-service) participated in the pilot test. As the main finding, the instrument applied to a sample presents a high reliability coefficient (Cronbach’s alpha = 0.920) and validity (KMO = 0.903) in three factors after performing a factor analysis. Thus, it is concluded that the instrument has structure and coherence both in its internal consistency and meaning grid, which facilitates progress in understanding the self-perception of using the STEAM approach in didactic practices in natural sciences.

Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning

“…Participants were prompted to evaluate each of the 44 competences based on three criteria: the relevance, importance, and clarity of the competence. These criteria were selected based on their established validity in assessing competences [60,61].…”