The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education

Thibaut, Lieve; Knipprath, Heidi; Dehaene, Wim; Depaepe, Fien

doi:10.1016/j.tate.2017.12.014

Cited by 128 publications

(122 citation statements)

References 63 publications

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“…There are many studies to interpret teachers' perceptions of STEM education (for example, [15,16,21,[39][40][41][42][43]). STEM education is framed into three aspects: STEM education, STEM competencies, and STEM difficulties.…”

Section: Teachers' Perceptions Of Stem Educationmentioning

confidence: 99%

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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: Teachers' Perceptions Of Stem Educationmentioning

confidence: 99%

“…In other words, teachers teach based on their vicarious experience when they were students [44]. Teachers who have different academic backgrounds could have distinctive perceptions of STEM education (e.g., most top [43]).…”

Section: Educational Backgroundmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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“…LH can be influenced by both individual factors, such as beliefs, self‐representation, explanatory styles, and personality as well as by contextual factors, like parental practices and the school environment (Filippello, Sorrenti, Buzzai, & Costa, ). In regard to the school context, although several studies (Assor et al, ; Filippello et al, ; Haerens, Aelterman, Vansteenkiste, Soenens, & Van Petegem, ; Reeve, ; Reeve & Jang, ; Soenens & Vansteenkiste, ; Soenens et al, ; Thibaut, Knipprath, Dehaene, & Depaepe, ; Yuan, & Kim, ) have investigated the role of teaching practices and the teacher's use of psychological control during the learning process on students, the role of school LH and MO has not been deeply examined. Furthermore, the mediating role that LH and MO can play in schools has never been investigated in relation to perceived psychological control used by the teacher, autonomy support, and the students’ academic achievement.…”

Section: Mastery‐oriented Versus Helpless Studentsmentioning

confidence: 99%

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

Filippello

Passanisi

Costa

et al. 2019

Psychology in the Schools

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Although several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's psychological control and autonomy support by examining the mediating role of school LH and MO. Results confirmed that perceived teacher psychological control can predict school LH, whereas perceived teacher autonomy support can predict school MO. Additionally, academic achievement was positively predicted by school MO, whereas it was negatively predicted by school LH. Finally, analyses have shown that school LH and MO play a mediating role in the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed.

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“…Teachers who reported being skeptical about teaching STEM and problem solving to young children realized that the children enjoyed solving problems, learned the vocabulary, and followed the process to solve problems in the class. Teacher attitudes towards STEM have been positively correlated with their STEM classroom practices (Thibaut, et al, 2018). Specifically, research has shown that participation in teacher professional development was positively associated with teacher efficacy (Ross and Bruce, 2007) and attitudes towards STEM teaching principles (Thibaut, et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

An Iterative Participatory Approach to Developing an Early Childhood Problem-based STEM Curriculum

John

Sibuma

Wunnava

et al. 2018

European Journal of STEM Education

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This paper describes an iterative participatory curriculum design approach to developing a problem-based STEM curriculum for preschool children. The curriculum aims to teach young children problem-solving using an adapted version of the engineering design process (EDP). Despite evidence showing that a rigorous, integrated STEM curriculum promotes cognitive development and curiosity, very little STEM or engineering instruction occurs in classrooms for three-to five-year-old children, and few studies include teachers in the curriculum design process. Research has shown that, when children experience an engineering curriculum, they show an increase in engagement, in the number of engineering behaviors displayed, and in persistence in completing activities. As well, when teachers are involved in designing curriculum, they are more likely to feel empowered and sustain implementation. Qualitative analysis of semistructured interviews with 13 preschool teachers after the development process showed that teachers who participated in the process perceived increased knowledge and self-efficacy in teaching STEM in their classrooms. These reflections support using a participatory curriculum design approach for empowering teachers and enhancing self-efficacy in teaching STEM to young children. High teacher self-efficacy has been associated with positive classroom outcomes and teacher retention in the profession.

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The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education

Cited by 128 publications

References 63 publications

Measuring Teachers’ Perceptions to Sustain STEM Education Development

Measuring Teachers’ Perceptions to Sustain STEM Education Development

Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation

An Iterative Participatory Approach to Developing an Early Childhood Problem-based STEM Curriculum

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