The Role of STEM Awareness and 21st Century Skills Competence Perceptions on Pre-Service Primary School Teachers' Teacher Self-Efficacy for STEM Practices

International Journal of Science and Mathematics Education, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 9, 2025

Language: Английский

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A study on the influence of physical education teachers’ teaching beliefs and attributions of teaching success and failure on their effective teaching behaviors

PLoS ONE, Journal Year: 2025, Volume and Issue: 20(4), P. e0321137 - e0321137

Published: April 11, 2025

The study aims to investigate the impact of physical education teachers’ teaching beliefs and attributions success failure on their effective behaviors by examining typical quantitative relationships across three dimensions. Five cities in Henan Province were selected using a random sampling method. Within each city, two survey districts randomly selected, from district six eight primary secondary schools chosen, culminating total 64 surveyed schools. A 204 teachers chosen participate this study. This research uses questionnaire surveys, semi-structured interviews, t - F -tests, canonical correlation analysis analyse collected data. Results: Teaching experience emerged as factor influencing beliefs, failure, ( p < 0.05). explained 53.2% variance behaviors. Attribution accounted for 50.9% While 49.1% Conclusion: recommends setting up “mentorship system” acquire positive experience. system would enable senior mentor those with less experience, which turn motivates be more enthusiastic about teaching. Teachers should have belief cultivating students’ ability communicate students. focus internal attribution, is conducive classroom outcomes. concludes that school administrative departments how attribute adopt strategies improve professional literacy through promoting reflection, providing regular training, encouraging collaborative learning among educators.

Language: Английский

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Examine the Impact of Contextual, Personal, and Behavioral Factors on High School Teachers’ Engagement in Teaching Science Using an Integrated STEM Approach

International Journal of Science and Mathematics Education, Journal Year: 2024, Volume and Issue: 22(8), P. 1857 - 1883

Published: Feb. 13, 2024

Abstract Teachers’ self-efficacy, attitude, and engagement are influenced by various factors, encompassing personal, school contextual, behavioral aspects. Nevertheless, prior studies have not thoroughly explored the intricate relationship between teachers’ attitudes, engagement, particularly in context of teaching science through an integrated STEM approach (ISTEMA). Drawing upon Social Cognitive Theory Planned Behavior, this study proposes a structural equation model that incorporates contextual factors: administrative support peer or collegial support, along with personal factor—teachers’ discipline knowledge to predict self-efficacy ISTEMA. It also considers teach ISTEMA as predictors for attitudes implementation Additionally, ISTEMA, attitude regarded factors The survey was administered 452 high teachers hailing from four distinct regions Phnom Penh City, Cambodia. results full modeling (SEM) analysis revealed changes may correspondingly lead (SE), indirect effect (AD) on SE via knowledge. enhancement (ATT) significantly influences (EGG), whereas AD has direct impact one attitude. Furthermore, directly indirectly affects These findings hold profound significance shaping policies related teacher training education theoretical foundation future studies.

Language: Английский

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Factors affecting the implementation of STEAM education among primary school teachers in various countries and Vietnamese educators: comparative analysis

Education 3-13, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 15

Published: Feb. 22, 2024

STEAM education, recognised as an innovative model with wide-ranging benefits for students, can be challenging teachers to implement, impacting their readiness. This study delves into the international experiences related preparedness of educators implement education at elementary level, drawing insights from 477 primary school across 30 Vietnamese provinces. Utilising direct and online questionnaires, data was analyzed using linear structural equation modelling. The findings offer valuable effectiveness particularly in schools. Additionally, research explores factors influencing implementation Vietnam, contributing global academic community identifying elements trend toward STEM/STEAM education. study's comprehensive approach sheds light on challenges faced by aims enhance knowledge base, making a significant contribution discourse

Language: Английский

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Examining the Structural Relationships Between Pre-Service Science Teachers’ Intention to Teach and Perceptions of the Nature of Science and Attitudes

Open Education Studies, Journal Year: 2024, Volume and Issue: 6(1)

Published: Jan. 1, 2024

Abstract The current study aimed to examine the structural relationships between pre-service science teachers’ intention teach and perceptions of nature (NOS) attitudes toward teaching science. sample consisted 206 teachers from a major university in United Arab Emirates who have bachelor’s degrees Quantitative research methodology was used among teach, NOS, attitudes. Structural equation modeling using Lavaan package test these relationships. results show that indigenous constructs mediator (DAS) can predict ( p < 0.05).

Language: Английский

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Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan

SAGE Open, Journal Year: 2024, Volume and Issue: 14(3)

Published: July 1, 2024

Existing meta-analyses have shown that active learning strategies are effective in improving students’ performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high teachers the use of teaching strategies, including those promote pedagogical beliefs. We also explored relationships between beliefs about learning, experience, for An online survey was conducted with 550 in-service teachers. Participants completed a questionnaire measured experience. The results revealed frequency six promoted learning. Elementary used most frequently, followed by middle There were no teachers’ Multigroup structural equation modeling indicated influence on levels, except traditional conception negatively associated school. Constructivist positively all whereas experience student output at higher level. These findings implications particularly

Language: Английский

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Teachers’ Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model

European Journal of Investigation in Health Psychology and Education, Journal Year: 2024, Volume and Issue: 14(11), P. 2850 - 2864

Published: Nov. 4, 2024

Over the past decade, there has been an intensified emphasis on STEM education to correspond with goals of twenty-first century education. Educators play a vital role in executing cohesive approach interdisciplinary teaching and learning; hence, considerable focus directed towards elements influencing teachers' attitudes. The study aimed provide empirical evidence illustrating significant influence readiness predicting This was achieved by developing conceptual model that explores factors affecting individuals' attitudes courses. put self-efficacy, commitment, cognitive readiness, emotional A total 494 Greek primary secondary teachers participated electronically survey, answering according TRi_STEM TASET scales. validity evaluated using structural equation (SEM). results demonstrated positive association among all six factors. More notably, general impact positively, either directly or indirectly, four variables and, finally, current contributes existing body literature identifying analyzing critical attributes substantially

Language: Английский

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Emotions and self-efficacy toward simple machines learning through a STEM practice

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: Nov. 13, 2024

Introduction This study explores the impact of an interactive physics class on emotions and self-efficacy elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such approach affects students’ emotional responses confidence teaching STEM topics. Methods sample included 97 fourth-year prospective teachers. Participants completed pretests posttests measuring related both course content approach. Results Findings indicated a significant increase positive following class. Male students reported higher levels than female peers. Furthermore, with backgrounds sciences technology showed greater improvement compared those from social science backgrounds. A correlation between was observed. Discussion manipulative, collaborative, interdisciplinary nature likely contributed observed changes self-efficacy. Network analysis suggested that reducing boredom could enhance responses, given its role affecting negative emotions. On other hand, it has been uncertainty be beneficial activities due relationship

Language: Английский

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Unveiling Pre-service Teachers’ Competency and Challenges in Designing 5E Inquiry-based Integrated STEM Lessons: A Quantitative Ethnography Approach

International Journal of Science and Mathematics Education, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 21, 2024

Language: Английский

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How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology

Science Education, Journal Year: 2024, Volume and Issue: 109(1), P. 82 - 105

Published: Aug. 20, 2024

Abstract To gain a holistic understanding of how science teachers dealt with STEM education, this study explored two teachers’ perceptions and practices at primary schools via the lens curriculum ideology. By examining their from six essential aspects (i.e., aim, content, student, teaching, learning, assessment), we aim to provide deeper insights into what education visions they have, why promote it, enact it in school settings. Combining deductive inductive approaches, analyzed data collected multiple sources, including rounds semi‐structured interviews, field notes visits, artifact like students’ works, documents lesson plans classroom videotapes. Results showed that differently: one focused on teaching think work as scientists or engineers scholar‐academic orientation, whereas other was devoted laying foundation for development future lives learner‐centered orientation. Based different value stances aims, conceptualize translate courses instructional activities differently, leading varying degrees integration, distinct cognitions worthwhile orientations. These findings have implications researchers practitioners comprehend reflect deal issues involved The identified tensions harmonies between orientations coordinating values interests education.

Language: Английский

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