Development and Validation of a Survey Instrument (Aka) Towards Attitude, Knowledge and Application of Stem

Abstract

The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

“…A survey instrument known as AKA [14] was used to collect data in this current research, on the attitude, knowledge, and application of STEM. The items in the questionnaire were guided by the STEM education Quality Framework (STEM, 2011).…”

“…STEM as a learning approach is closely related to teachers and students. Regarding the purpose: to maintain the quality of teaching and learning, it is important to know about the assessment domains of attitude, knowledge, and application (AKA) in the field [14]. Assessment became a tool to realize the purpose.…”

“…Attitudes, knowledge, and application (AKA) are three important domains for educational assessment [13,14]. These three elements can provide comprehensive information, as well as an overview of what is happening in an educational system, including data related to STEM education.…”

Development of an Instrument to Measure Preschool Teachers´ Beliefs in Inquiry-Based Activities

“…It, as well as "The Early Childhood Teachers´ Attitudes towards Science Teaching", were validated with a multi-ethnic population. There are also instruments that measure teachers´ beliefs in science education in primary, secondary and higher education (Nathan, Tran, Atwood, Prevost, & Phelps, 2010;Temel et al, 2017;Wahono & Chang, 2019), but their attributes are not appropriate for measuring preschool teachers. Therefore, rather than taking time to adapt one of these instruments for Czech preschool teachers, it was found more convenient to develop and validate a new instrument, which is described in this article.…”

“…This does not mean that there are no such instruments. Rather, they were developed, validated and implemented in specific social, cultural and educational environments, like Head Start classes or racially and ethnically mixed classes in the United States (Maier et al, 2013) or in Asian countries like Turkey or Taiwan (Temel, Şen, & Özkan, 2017;Wahono & Chang, 2019). Pre-school in any country may be specific in curriculum aims, emphasis on science education, science discovery facilities, or teachers´ educational styles, qualifications and beliefs.…”