Investigating in-service teachers’ STEM literacy: the role of subject background and gender

Huang, Xiao; Erduran, Sibel; Luo, Kangkang; Zhang, Piaosa; Zheng, Mengzhuang

doi:10.1080/02635143.2022.2153243

Cited by 6 publications

(3 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the review was conducted in the integrated STEM domain, participants in the reviewed study were only math teachers. Finally, Huang et al (2022) also recently reviewed 76 studies. Participants involved in the reviewed studies were in-service and pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

STEM teacher professional development in pre-service teacher education: A literature review

Suryadi

Purwaningsih

Yuliati

et al. 2023

WJE

View full text Add to dashboard Cite

Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.

show abstract

Section: Introductionmentioning

confidence: 99%

STEM teacher professional development in pre-service teacher education: A literature review

Suryadi

Purwaningsih

Yuliati

et al. 2023

WJE

View full text Add to dashboard Cite

show abstract

“…As students gain experience as learners, many of them imagine their possible selves in terms of what they do and do not want to be in the future (Markus & Nurius, 1986). In spite of growing demands for a better understanding of science, technology, engineering, and mathematics (STEM) within communities (National Research Council [NRC], 2011) and more STEM-literate citizens (Zollman, 2012;Huang et al, 2022), there seems to be reluctance among students to participate in STEM fields (Stephenson et al, 2021). A large body of research has addressed ongoing concerns about gendered professional participation and the underrepresentation of women in STEM-related occupations, focusing on international statistics, the departure of women from STEM fields, and disinterest among female students in pursuing STEM careers (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020; National Science Foundation [NSF], 2019).…”

Section: Introductionmentioning

confidence: 99%

Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Dönmez

2023

JBSE

View full text Add to dashboard Cite

Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student’s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students’ mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields. Keywords: female students, gender stereotypes, human images in STEM, role models, STEM

show abstract

“…STEM literacy is defined as the capacity to utilize conceptual knowledge to solve issues in science, technology, engineering, and mathematics. The essence of each discipline must be emphasized (Huang et al, 2023). Students' STEM literacy growth will be correlated to improved communication and literacy skills (Joyner & Parks, 2023;Tenney et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Virtual Reality Game Based Learning to Enhance STEM Literacy in Energy Concepts

Widiyatmoko,

Nugrahani,

Yanitama

et al. 2023

JPII

View full text Add to dashboard Cite

STEM literacy is a competency that students must have in the 21st century. The aim of this research is to analyze the effectiveness of Virtual Reality-Game based Learning (VRGBL) to enhance junior high school students' STEM literacy. This research is Quasi Experimental Design. The sample for this research was students at Junior High School Class VIII G (experimental class) and Class VIII H (control class) of SMP Negeri 27 Semarang for academic year 2023/2024 odd semester period. The data analysis of this research was focused on the effect of VRGBL on students' STEM Literacy on energy concept. The result of the study shows that STEM literacy for 8th-grade students consists of four components: science literacy, technology literacy, engineering literacy, and mathematic literacy. The results revealed that there is a significant different between the control and experimental group that is Mexp = 83.59, SDexp = 7.54, Mcon = 65.48, SDcon = 7.89, t = 0.00, sig 0.05. The research results showed that VRGBL is effective in enhancing students' STEM literacy in energy concepts with N-gain in the experimental class of 0.57 in the medium category compared to the control class of 0.28 in the low category.

show abstract

Investigating in-service teachers’ STEM literacy: the role of subject background and gender

Cited by 6 publications

References 51 publications

STEM teacher professional development in pre-service teacher education: A literature review

STEM teacher professional development in pre-service teacher education: A literature review

Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

The Effect of Virtual Reality Game Based Learning to Enhance STEM Literacy in Energy Concepts

Contact Info

Product

Resources

About