Exploring the Relationship of Teachers’ Attitudes, Perceptions, and Knowledge towards Integrated STEM

Galih Albarra Shidiq, Chatree Faikhamta

Abstract


The purpose of this study was to investigate the relationship between teachers’ attitudes, perceptions, and knowledge towards integrated STEM. The participants in this study were 185 Indonesian Pre-service and In-service teachers from the eastern, western, and central regions of Indonesia with the difference in ethnicity and culture. The exploration of these three domains was based on the demographic data, teachers’ attributes, and their contribution to the educational system. An adopted and adapted STEM questionnaire was administered online which comprises the likert-scale items that were used as the research tool. The result showed that teachers have a positive correlation between the attitude and knowledge towards integrated STEM, especially for sustainability the quality of education in Indonesia. The implication of this research was about the possibility of elaborating more on the domain of components or sub-components related to current problems faced by teachers towards integrated STEM that exposes teachers’ behavior as the priority for teaching assessment.

Keywords


Attitudes, Perceptions, Knowledge, Integrated STEM, Indonesia

Full Text:

PDF

References


Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2015). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88.

Aldahmash, A. H., Alamri, N. M., and Aljallal, M. A., (2019). Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program. Cogent Education. 6, 1-21.

Avidov-Ungar, O., and Eshet-Alkakay, Y. (2011). Teachers in a world of change: teachers' knowledge and attitudes towards the implementation of innovative technologies in schools. Interdisciplinary Journal of E-Learning and Learning Objects, vol. 7.

Bartels, S. L., Rupe, K. M., and Lederman, J. S. (2019). Shaping preservice teachers’ understandings of STEM: a collaborative math and science methods approach. Journal of Science Teacher Education, 30:6, 666-680.

Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11.

Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387.

Cochran, W. G. (1963). Sampling techniques, 2nd ed. New York: John Wiley and Sons, Inc.

Cohen, L., L. Manion, and K. Morrison. (2011). Research methods in education. 7th ed., 117. Hoboken: Taylor and Francis.

Creswell, J. W. (2007). Qualitative enquiry and research design: choosing among five approaches. 2nd ed. Thousand Oaks, CA: Sage.

Dare, E. A., Ring-Whalen, E. A., and Roehrig, G. H. (2019). Creating a continuum of STEM models: exploring how k-12 science teachers conceptualize STEM education. International Journal of Science Education, 1-20.

Denessen, E., Vos, N., Hasselman, F., & Louws, M. (2015). The relationship between primary school teacher and student attitudes towards science and technology. Education Research International, 1–7.

Dyehouse, M., Weber, N., Fang, J., Harris, C., David, R., Hua, I., & Strobel, J. (2015). Examining the relationship between resistance to change and undergraduate engineering students’ environmental knowledge and attitudes. Studies in higher education, 1-21.

English, L., D. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education.3, 2–8.

Estapa, A.T and Tank, K. M. (2017). Supporting integrated STEM in the elementary classroom: a professional development approach centred on an engineering design challenge. International Journal of STEM Education. 4:6, 1-16.

Evans, J. D. (1996).Straightforward statistics for the behavioural sciences. Pacific Grove, CA: Brooks/Cole Publishing.

Evans, G., and Durant, J. (1995). The relationship between knowledge and attitudes in the public understanding of science in Britain. Public Understand. Sci. 4, 57-74.

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology. 101(3), 705–716.

Gordon, J. S & McNew, R. (2008). Developing the online survey. Nurs Clin N Am. 43, 605–619.

Goettlieb, J., J. (2015). STEM career aspirations in black, hispanic, and white ninth-grade students. Journal Research Science Technology. 55:1365–1392.

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.

Guzey S. S., Tank, K., Wang, H., Roehrig, G., & Moore, T. (2014).A high-quality professional development for teachers of grades 3-6 for implementing engineering into classrooms. School Science and Mathematics, 114(3), 139–149.

Hinkle, D. E., Wiersma, W., & Stephen, G. J. (2003). Applied statistics for the behavioural sciences. Boston: Houghton Mifflin Company.

Holmlund, T. D., Lesseig, K and Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education. 5:32, 1-12.

In Riggs, I., and Knochs, L. (1990). Towards the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education. 74, 625-637.

Kang, N. W. (2019). A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea. Asia-Pacific Science Education. 5:6, 1-22.

Kelley, T.R. &Knowles, J.G. (2016).A conceptual framework for integrated STEM education. Int. J. STEM Educ. 3, 2–11.

Liefländer, A. K., & Bogner, F. X. (2016). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education Research, 1-15.

Maio, G and Haddock, G. (2014). The psychology of attitudes and attitude change. Sage Publications Ltd.: London, UK.

Margot, K. C., and Kettler, T. 2019. Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM Education. 6:2, 1-16.

Masoka, M., Ibrohim, Indriwati, S. E. (2017). Studi eksplorasi kualifikasi dan kompetensi guru bidang studi biologi SMP-SMA sebagai basis program peningkatan kualitas pendidikan. Jurnal Pendidikan, 2 (4), 516-523.

Merriam, S. B. (2014). Qualitative research: A guide to design and implementation. Retrieved from http://www.edlib.com.

Nadelson, L. S. and Seifert, A. L. (2017). Integrated STEM defined: Context, challenges, and the future. The Journal of Educational Research, 110(3), 221-223.

Nathan, M. J., Koedinger, K.R. (2000). Teachers' and researchers' beliefs about the development of algebraic reasoning. Journal for Research in Mathematics Education.

National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K–12 Science Education Standards. Board on Science Education, Division of Behavioural and Social Sciences and Education. Washington, DC: National Academies Pres.

Park, H., Byun, S., Sim, J., Han, H., Baekm Y. S., (2016). Teachers’ perceptions and practices of STEAM education in South Korea. Eurasia Journal of Mathematics, Science & Technology Education. 12(7), 1739-1753.

Radloff, J and Guzey, S. (2016). Investigating preservice STEM teacher conceptions of STEM education. J Sci Educ Technol. 25:759–774.

Roehrig, G. H., Moore, T. J., Wang, H. H. and Park, M. S. (2012). Is adding the E enough? Investigating the impact of K-12 engineering standards on the implementation of STEM integration. School Science and Mathematics, 112(1), 31-44.

Schau, C., Stevens, J., Dauphinee, T. L., & Del Vecchio, A. (1995). The development and validation of the survey of attitudes toward statistics. Educational and Psychological Measurement, 55(5), 868–875.

Shin, S., Rachmatullah, A., Roshayanti, F., Ha, M., and Lee, J. K. (2018). Career motivation of secondary students in STEM: a cross-cultural study between Korea and Indonesia. Int J Educ Vocat Guidance, 18, 203–231.

Shulman, L. S. (1986).Those Who Understand: Knowledge Growth in Teaching. American Educational Research Association Stable. 15(2), 1-12.

Srikoom, W., Faikhamta, C., and Hanuscin, D. (2017).Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching. 18(2), 1-23.

Stinson, K., Harkness, S. S., Meyer, H., & Stallworth, J. (2009). Mathematics and science integration: Models and characterizations. School Science and Mathematics. 109(3), 153–161.

Stohlmann, M. (2019). Three modes of STEM integration for middle school mathematics teachers. School Science and Mathematics. 119, 287–296.

Stohlmann, M., Moore, T. and Roehrig, G. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28–34.

Stohlmann, M., Moore, T. J., McClelland, J. and Roehrig, G. H. (2011). Impressions of a middle grades STEM integration program: Educators share lessons learned from the implementation of a middle grades STEM curriculum model. Middle School Journal, 43(1), 32-40.

Teo, T. W and Ke, K. J. (2014). Challenges in stem teaching: implication for preservice and inservice teacher education program. Theory into Practice. 53(1), 18–24.

Thibaut, L., Knipprath, H., Dehaene, W., &Depaepe, F. (2017). How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM. Int. J. Tech. Des. Educ. 28, 631–651.

Van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. (2012). Primary teachers’ attitudes toward science: a new theoretical framework. Science Education. 96(1), 158–182.

Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: the role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137–158.

Van Driel, J. H., Bulte, A. M., & Verloop, N. (2005). The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation. International Journal of Science Education, 27(3), 303–322.

Vossen, T. E., Henze, I., Rippe, R. C. A., Van Driel, J. H., and De Vries, M. J. (2019). Attitudes of secondary school STEM teachers towards supervising research and design activities. Research in Science Education. 1, 1-21.

Wahono, Bevo & Chang, Chun-Yen. (2018). Examining the relationship between science teachers' knowledge, attitude, and application of STEM education. International Conference of East-Asia Association for Science Education (EASE), 1-3.

Wang, H. H., Moore, T. J., Roehrig, G. H. and Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1(2), 1-13.

Witherspoon, E. B., Schunn, C. D., Higashi, R. M., and Baehr, E. C. (2016). Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions. International Journal of STEM Education, 3:18.

Yasar, S., Baker, D., Robinson-Kurpius, S., Krause, S., and Roberts, C. (2006). Development of a survey to assess K-12 teachers’ perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, 95(3), 205–216.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 ISSN: 1305-3515