Science, Technology, Engineering, and Mathematics Integration: Science Teachers’ Perceptions and Beliefs

Firat, Esra Açikgül

doi:10.33828/sei.v31.i1.11

Cited by 16 publications

(21 citation statements)

References 26 publications

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“…The main problems encountered in practice are the problems experienced during the implementation process, the time problem, and the lack of material. This result is in parallel with other studies (Eroğlu & Bektaş, 2016;Firat, 2020;Siew et al, 2015) in the literature. According to a systematic review study conducted by Margot and Kettler (2019), teachers identified pedagogical challenges, curriculum challenges, structural challenges, student concerns, assessments, time, and knowledge, as barriers to using STEM pedagogy in their classrooms.…”

Section: Discussionsupporting

confidence: 92%

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Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Tunc

Bağçeci

2020

PEDAGOGICAL RES

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STEM (Science, Technology, Engineering and Mathematics) approach is considered important by many countries and projects carried out in order to integrate into their curriculum. The widespread use of STEM is only possible if teachers have positive thoughts, knowledge and experiences about it. In this study, it is aimed to answer these research questions: "What do teachers think about the gains their students will achieve if STEM activities are implemented to their students?" and "What do they think about the implementation of STEM approach in their schools?". This study is a case study. Participants are twenty-three mathematics, science and information and communication technologies teachers (ICT). "Activities Evaluation Form" and "STEM Training In-School Implementation Evaluation Questionnaire" were used as data collection tools. As a result of research, although teachers have hesitations about implementing STEM activities in classrooms; they think that these implementations will make a significant contribution to students about the "skills" students will acquire, the dimension of knowledge they will gain about STEM activities, and the acquisitions of students regarding the learning process.

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Section: Discussionsupporting

confidence: 92%

“…In particular, the inability of teachers to arrange the appropriate time and environment emerges as an administrative problem. Findings from research (Firat, 2020;Siew et al, 2015) also highlight an issue of infrastructure constraints.…”

Section: Discussionmentioning

confidence: 99%

Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Tunc

Bağçeci

2020

PEDAGOGICAL RES

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“…This was because the STEM approach improved various kinds of skills, some of which were critical thinking, creativity, different thinking patterns, higher-order thinking, analytical thinking, problem-solving skills [5], information and communication, collaboration, and communication skills [20]. STEM learning was also used to improve 21st-century skills [4], [8]. STEM-based learning was very suitable for use in Biotechnology.…”

Section: Resultsmentioning

confidence: 99%

Enhancing Creative Thinking and Collaboration Skills through ILC3 Learning Model: A Case Study

Aini¹,

Narulita²,

Indrawati³

2020

Journal of Southwest Jiaotong University

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This article describes a new learning model in biotechnology learning. The proposed model was designed while considering the development of 21st century skills using learning models that can enhance creative thinking and collaboration skills. Using a mixed-method (qualitative and quantitative) approach, the authors aimed at identifying the effect of the Identify, Literature Review, Construct, Create, and Communicate Learning Model implemented on Biology and Natural Science undergraduate students. As an example, we illustrate the proposed data collection technique for the assessment of creative thinking and collaboration skills using a written test and observation data, respectively. Our proposed learning model developed students' creative thinking and collaboration skills in two classes with 113 participants who enrolled in a course in Biotechnology. The new model's effectiveness is confirmed by calculating the overall mean scores of creative thinking assessment in the Biology and Natural Science classes, which are 87.42% and 92%, respectively, with an excellent category. Similarly, the results regarding students' collaboration skills in the Biology and Natural Science classes showed the scores of 84.06% and 84.94%, respectively, also with an excellent category. Our findings reveal that students' creative thinking and collaboration skills can be developed by using the Identify, Literature Review, Construct, Create, and Communicate learning model. The model can thus be used for enhancing other 21st century skills, such as critical thinking and communication skills, among others.

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“…The examples are research conducted by Firat (2020), Akaygun and Aslan-Tutak (2016), Parmin and Sajidan (2019), Sumen and Calisici (2016), and Matawali et al (2019). Research by Firat (2020) in Turkey found the perspective of science teachers in Turkey is not ready to integrate Science, Engineering, Technology, and Mathematics. However, they have the confidence to do so if they are trained and accustomed to integrating the STEM curriculum.…”

Section: Introductionmentioning

confidence: 99%

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

Rusydiyah

Indarwati

Jazil

et al. 2021

JPII

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The STEM learning environment is the practice of studentsâ€™ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachersâ€™ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.Î±<5 for each indicator. Perceptions and skills of implementing STEM learning environments in studentsâ€™ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

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Science, Technology, Engineering, and Mathematics Integration: Science Teachers’ Perceptions and Beliefs

Cited by 16 publications

References 26 publications

Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Teachers' Views of the Implementation of STEM Approach in Secondary Schools and The Effects on Students

Enhancing Creative Thinking and Collaboration Skills through ILC3 Learning Model: A Case Study

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

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