Teacher candidates attitudes towards the stem and sub-dimensions of stem

Yıldız, Ezgi Pelin; Alkan, Ayşe; Çengel, Metin

doi:10.18844/cjes.v14i2.4144

Cited by 11 publications

(12 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Pre-service science teachers have more positive attitudes toward STEM, science, and engineering-technology than other pre-service teachers. Similar to this result, there are studies in the literature showing a significant difference in favor of pre-service science teachers (Lee et al, 2019;Yenilmez & Balbağ, 2016;Yıldız et al, 2019). Furthermore, pre-service classroom teachers' attitudes toward mathematics and pre-service preschool teachers' attitudes toward 21st-century skills are more positive than other pre-service teachers.…”

Section: Pre-service Teachers' Stem Attitudessupporting

confidence: 79%

See 1 more Smart Citation

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

Kartal

Taşdemir

2021

IJTE

View full text Add to dashboard Cite

STEM education has benefits for students, such as increasing achievement and improving attitudes, motivation, interest toward STEM disciplines, and higher-order thinking skills. Teachers' characteristics, perceptions, and attitudes related to STEM influence teachers' implementation of integrative STEM approaches and, as a result, shape the learning environment. This study examined 513 pre-service teachers' attitudes towards STEM in terms of multiple variables (department, class level, gender, having a traineeship, or information about STEM) and investigates the relationship between participants' attitudes and academic grade point averages. Participants were pre-service preschool, classroom, science, and mathematics teachers that can be considered the basis of the STEM pipeline. Data were collected via a survey and were analyzed using descriptive statistics, t-test, ANOVA, and Pearson product-moment correlation. Results show that pre-service science teachers, senior pre-service teachers, and participants who had information or a traineeship about STEM had more positive attitudes towards STEM. There was no relationship between attitudes and grade points. It was also seen that the attitudes towards engineering-technology explain the most variance in the attitudes towards STEM. Therefore, the teacher preparation programs should give more attention to integrate the courses of science, technology, engineering, and mathematics and help the pre-service teachers (regardless of their departments) to realize the connectedness of STEM subjects.

show abstract

Section: Pre-service Teachers' Stem Attitudessupporting

confidence: 79%

“…Teachers should have the essential knowledge, skills, and dispositions to effectively integrate different STEM disciplines in their teaching to prepare the equipped students in this digital era (Yıldız, Alkan, & Cengel, 2019).…”

Section: Teachers' Attitudes In Stem Educationmentioning

confidence: 99%

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

Kartal

Taşdemir

2021

IJTE

View full text Add to dashboard Cite

show abstract

“…The educational reforms must receive information on how pre-service teachers in Kosovo see STEM education, conceptualize STEM and pedagogical practices. Thus, according to Yıldız et al (2019), establishing the STEM centers in cooperation with universities will significantly contribute to creating well-educated individuals and societies in science, technology, mathematics engineering.…”

Section: Stem Pedagogical Practices and Professional Developmentmentioning

confidence: 99%

“…Therefore, pre-service teachers' positive reflections on the STEM workshop experience are quite vital and express their readiness to apply STEM in their classrooms. On the other hand, making the necessary strategic plans for teacher candidates to develop positive attitudes about STEM (Yıldız et al, 2019) is significant for enhancing pedagogical knowledge as a 21st-century skill, and necessary competence for future teachers.…”

Section: Positive Values About Stemmentioning

confidence: 99%

Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Berisha

Vula

2021

Front. Educ.

View full text Add to dashboard Cite

Science, Technology, Engineering, and Mathematics (STEM) integrated curricular approach has become the leading type of education reform worldwide. This paper presents a STEM integrated collaborative activity to enhance STEM knowledge among pre-service mathematics and chemistry teachers. Well-structured and planned on-site workshops on STEM activities were delivered to pre-service teachers while growing mathematics and science content knowledge and pedagogical practices. The qualitative content analysis research methodology was used to identify relevant topics related to post reflective questions regarding pre-service teacher perspectives on the experience gained through the collaborative practices at the STEM workshop. The results show that the workshop had a positive effect on pre-service teachers’ conceptualization of STEM—through collaborative, participatory practices, an effective learning environment while bringing attention to teacher professional development and education policymakers. Key elements of this study approach included: (1) collaboration between university professors to teach and incorporate STEM in higher education; (2) unique partnership among mathematical and chemistry pre-service teachers; and (3) professional development, which is devoted and adopted into a study course.

show abstract

“…Education with visual technology in modern education is widely used today (Wang, & Nuttall, 2017;Yıldız, Alkan, & Cengel, 2019). Studies examining aspects of visual technology have gained importance in Northern Cyprus, Turkey and in Europe.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Una investigación sobre el uso de la tecnología de los medios visuales en la educación

Tezer

Ucar

Tepe

2019

Education in the Knowledge Society

View full text Add to dashboard Cite

El propósito de esta investigación es examinar el efecto educativo del uso de los medios visuales en el sistema educativo. Para lograr este objetivo, se consultó la opinión de los profesores. Por esta razón, junto con las variables demográficas de los profesores que trabajan en las escuelas de secundaria, se investigaron los efectos de los medios visuales en la educación y la formación en el norte de Chipre. En esta investigación se utilizó el método de encuesta comúnmente utilizado para describir la situación actual y para recoger la colección de datos “El efecto educativo del uso de los medios visuales por parte de los profesores”. Se han encontrado diferencias significativas para los temas “La alfabetización audiovisual ha aislado a los estudiantes del enfoque educativo de ensueño”, “No encuentro los medios visuales adecuados para los estudiantes” y “El enfoque educativo tradicional ha terminado con los medios visuales”. Como resultado, los profesores consideran que la educación impartida a través de los medios visuales es más concreta, pero que la tecnología visual no está suficientemente integrada en el sistema educativo actual.

show abstract

Teacher candidates attitudes towards the stem and sub-dimensions of stem

Cited by 11 publications

References 8 publications

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

Pre-Service Teachers' Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement

Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Una investigación sobre el uso de la tecnología de los medios visuales en la educación

Contact Info

Product

Resources

About