The Influence of Hands-On Experimentation and Inquiry-Based Learning in Elementary Science and Technology (S&amp;T) Education

Docherty-Skippen, Susan Maureen; Karrow, Doug; Ahmed, Ghazala

doi:10.26522/brocked.v29i1.768

Cited by 11 publications

(5 citation statements)

References 17 publications

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“…A lack of training in organising STEM-integrated teaching also leads to teachers' low confidence in teaching (Czajka & McConnell, 2016); therefore, teachers appear reluctant to implement integrated STEM education (Toma & Greca, 2018). This finding reaffirms previous research on a significant and favourable relationship between teachers' confidence in teaching STEM subjects and their understanding of the subject matter (Docherty-Skippen et al, 2020;Nadelson et al, 2013;Skamp & Mueller, 2001;Yasar et al, 2006). According to Nadelson et al (2009), elementary school teachers are limited in their knowledge, effectiveness, and confidence when teaching STEM content because they are only required to complete minimal individual science and math courses.…”

Section: Increase Vietnamese Primary Teachers' Confidence In Implemen...supporting

confidence: 79%

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Anh Mai,

Hoi Phan,

Phan

et al. 2023

IJLTER

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Science, Technology, Engineering, and Mathematics (STEM) education has been piloted by the Vietnamese Ministry of Education and Training for primary school teachers since 2022. This research aims to evaluate awareness, confidence and the correlation between those variables with the demographic factors of Vietnamese elementary school teachers after nearly a year of implementing integrated STEM teaching. This study used a questionnaire survey method consisting of 30 items on a 5-point Likert scale for 148 elementary school teachers in the Central and Central Highlands of Vietnam. Data was analysed using SPSS software. Descriptive statistics results showed that Vietnamese elementary school teachers have good awareness but lack confidence in STEM-integrated teaching. Correlation analysis showed a positive correlation between teachers’ awareness, confidence, and some demographic factors (educational level, work area). The outcomes of the one-way ANOVA analysis revealed a positive correlation: increased levels of teachers’ education corresponded to heightened awareness and confidence in STEM-integrated teaching. Additionally, teachers located in urban areas demonstrated greater awareness and confidence compared to their counterparts in rural countryside and highland areas.. Some recommendations to increase awareness and improve confidence in teaching STEM integration for Vietnamese elementary school teachers are presented at discuss session.

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Section: Increase Vietnamese Primary Teachers' Confidence In Implemen...supporting

confidence: 79%

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Anh Mai,

Hoi Phan,

Phan

et al. 2023

IJLTER

View full text Add to dashboard Cite

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“…The difficulty lies in the communication barrier, which is done indirectly because of the distance. Setting goals in planning makes it easier to find out the causes of the difficulties encountered (Docherty-Skippen et al, 2020). Students can also solve these problems by maximizing supporting facilities such as Google Meet and WA.…”

Section: Stage 2: Presenting Experiencementioning

confidence: 99%

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Darmiany,

Istiningsih,

Nurmawanti

et al. 2024

AIJP

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This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.

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“…Anxiety may be a barrier that prevents teachers from adopting and implementing these effective pedagogical strategies (Dickson et al, 2017). Teachers who are more confident and less anxious are likely to be more open to experimentation and innovation in their teaching practice, thus improving the overall quality of science teaching (Docherty-Skippen et al, 2020).…”

Section: Science Teaching Anxietymentioning

confidence: 99%

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

Galimova,

Prokopyev,

Aytuganova

et al. 2024

EURASIA J Math Sci Tech Ed

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Self-efficacy is one of the important variables for teachers’ professional development. However, there have been few studies investigating the relationship between anxiety related to teaching science, interest in science, and self-efficacy. Therefore, this study aimed to explore this relationship with preservice teachers. The researchers used a path analysis model, descriptive statistics, correlations, and a path diagram to analyze the data. The results revealed that outcome expectancy positively predicted personal self-efficacy beliefs, and variables accounted for 64.0% of the variance in personal self-efficacy. Personal science-teaching self-efficacy has no significant direct relationship with science-teaching anxiety or interest in science. Specifically, anxiety has a small positive effect on personal science-teaching self-efficacy. Interest in science does not directly predict personal self-efficacy efficacy beliefs. Anxiety related to teaching science had a major negative effect on interest in science and a minor positive impact on outcome expectancy. The results also showed that personal self-efficacy beliefs depend profoundly on perceptions of outcome expectancy rather than directly on teaching anxiety or science interest levels per se. These findings are noteworthy for future research that aims to boost teachers’ science-teaching self-efficacy. Recommendations are made based on these findings.

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The Influence of Hands-On Experimentation and Inquiry-Based Learning in Elementary Science and Technology (S&T) Education

Cited by 11 publications

References 17 publications

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

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