Requirements for Application of the STEM Approach as Perceived by Science, Math and Computer Teachers and their Attitudes towards it

Abstract

This research aimed to investigate the requirements of the application of the STEM approach in teaching science and mathematics and the teachers' attitudes towards it. The study used descriptive approach. The study sample consisted of (159) male and female teachers chosen by the random stratified sample method from the study community represented by all science, mathematics and computer teachers in Ajloun Governorate in the academic year 2019/2020. The scale of requirements for applying the STEM approach and teachers' attitudes towards it was developed; the validity and reliability of the study instrument were verified by appropriate statistical methods. Statistical processing was done using arithmetic means, and the analysis of multiple variance analysis. The results showed that the teachers 'assessments of the requirements of the STEM approach are all high and above the hypothetical average (75%). "Changing the teaching methods" dimension came in the first place with an arithmetic mean (30, 29), followed by the dimension of "changing the learning goals" with an arithmetic mean (30.15). The third place was for "changing the vision and skills of teachers" dimension with an arithmetic mean (30.13), and the last place was for the domain of "changing the classroom environment" with an arithmetic mean (22.37). It showed that teachers' attitudes toward STEM teaching are positive and high. And there were no statistically significant differences at the level (0.05) in the male and female teachers' assessments of the requirements of STEM application and their attitudes towards it. On the other hand, there are statistically significant differences in their estimates according to the phase variable and in favor of the elementary stage. There were statistically significant differences according to the variable of specialization and for the benefit of science and mathematics teachers compared to Computer ones. And in light of the results, the study presented a set of recommendations.

Teachers' attitudes towards S.T.E.M. in secondary education

“…In conclusion, the majority of teachers understand the importance of S.T.E.M. to develop the skills of their students but are concerned regarding the challenges of its implementation (Chia & Maat, 2018;Hackman et al, 2021;Alsmadi, 2020;Kartal, 2021;Yildiz et al, 2019;Thibaut et al, 2018).…”

The Model of STEM Education as an Innovative Technology in the System of Higher Professional Education of the Russian Federation

“…The implementation of STEM education embraces the following important requirements (Alsmadi, 2020). 1) STEM approach should be included in the educational system of school and university education.…”

“…It gives an opportunity to train a technocratic elite: scientists, engineers, technicians capable of solving the problems of the current stage of development of the state, oriented towards the technological path. Some authors call this approach an educational phenomenon and one of the main trends in world education (Akiri et al, 2021;Alsmadi, 2020;Barroso, 2020;Begishev et al, 2021;Changtong et al, 2020;Dawson, 2019;Gatan et al, 2021;Gunawan & Shieh, 2020;Kvon et al, 2019;Loyalka et al, 2021;Ma, 2021;Parks et al, 2021;Phillips et al, 2019;Salakhova et al, 2020;Starcic et al, 2017;Tugun et al, 2020;Usak et al, 2020).…”

STEM and STEAM Education in Russian Education: Conceptual Framework

“…The researchers believe that acoustics are ideally suited for this educational technology because it has a close relationship with music. However, to achieve the required pedagogical, educational, and developmental effect, teachers will need extensive experience, skills, and knowledge (Alsmadi, 2020).…”