STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices

Irving-Bell, Dawne; Morrison-Love, David; Wooff, David; McLain, Matt

doi:10.1007/s10798-017-9414-3

Cited by 24 publications

(24 citation statements)

References 32 publications

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“…Most of the specific method courses in training institutes are taught separately [54] and curricular activities need to be taught alternatively depending on subject features [55,56]. Therefore, teachers need to shift their habits of teaching to transfer across STEM sub-subjects' boundaries to approach successful STEM education [57].…”

Section: Being a Stem Thinker Before A Stem Teacher For The Stem Educmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

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Section: Being a Stem Thinker Before A Stem Teacher For The Stem Educmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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“…Alternatively, in a study that focused on design and technology educators’ perceptions of STEM, Bell et al. (2018) identified that teachers perceived formal STEM learning opportunities (e.g., PD programs) to be restrictive and selective. Thus, the participants preferred informal and independent learning opportunities to build their knowledge, skills, and perceptions of STEM.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“…They found that the PD helped the teachers implement more effective STEM practices, increased the teachers' positive perceptions of STEM, and made the teachers aware of the support they needed to implement STEM. Alternatively, in a study that focused on design and technology educators' perceptions of STEM, Bell et al (2018) identified that teachers perceived formal STEM learning opportunities (e.g., PD programs) to be restrictive and selective. Thus, the participants preferred informal and independent learning opportunities to build their knowledge, skills, and perceptions of STEM.…”

Section: Stem Understandings and Importancementioning

confidence: 99%

“Beyond an acronym, STEM is…”: Perceptions of STEM

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et al. 2020

School Sci & Mathematics

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Although STEM is at the forefront of many educational initiatives, little is known about various professionals' perceptions of STEM. This mixed-methods study surveyed 164 preservice teachers, inservice teachers, administrators, informal educators, and STEM professionals. Quantitative and qualitative questions on the survey elicited participants' perceptions of STEM, STEM support, and STEM careers. Quantitative analysis revealed that profession influenced understandings of STEM, importance of STEM, support for STEM, and perceptions of STEM career opportunities. Qualitative analysis provided rich explanations for the differences in perceptions among professions. This study suggests that science teacher educators need to

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“…Instructors use ECP for in-class demonstrations, for cooperative group experiments, and for homework assignments. It has been noted that experiential learning connects contents to real-world applications and such learning experiences have been instrumental in improving student performance and achievement especially among minority students in both face-to-face and online settings [12][13][14][15][16][17][18][19][20][21][22][23]. The paper will highlight the criteria used for selection of initial experiments to adapt, the modifications made, and resulting changes in the course delivery.…”

Section: Research Approachmentioning

confidence: 99%

“…In all cases, hands-on learning has been successfully implemented at low cost, with more engaged students and instructors, and hands-on learning implemented in courses that were traditionally only theory based. Although the development and spread of this exciting new approach to STEM education argues for broad application, the documented case for its adoption is not yet at the stage where all STEM educators can fully appreciate its merit [12][13][14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%