The Readiness Level of Teachers in Science, Technology, Engineering and Mathematics Education

Abstract

The aim of this research is to determine the viewpoints and readiness of class, mathematics and science teachers on STEM (Science, Technology, Engineering and Mathematics) Education. The other aims are to determine different between branches and seniority in the readiness of teachers on STEM Education. The review method was used in the study the sampling of the study consisted of 371 teachers, who were selected randomly from Siirt and Batman. A questionnaire was developed by the authors of the study to determine the readiness of the teachers on STEM Education. Frequencies, arithmetic averages and the Kruskal Wallis H was used in this research. The teachers who participated in the study believe that they are inadequate about implementing teaching designs that are inventive, use scientific methods, develop creative STEM products, and aim to raise students who critically examine these products. In addition, they do not see themselves adequately in terms of process evaluation, assisted education in information technology, development of engineering applications suitable for the student level, analysis according to Bloom taxonomy and activities related to higher skill levels. Among the issues that teachers see themselves as middle level and above it are project-based, probabilistic learning and structuring of knowledge.

Teacher readiness in STEM education: Voices of Indonesian Physics teachers

“…Their interest in STEM education shows their eagerness to learn and improve their teaching skills to integrate STEM education, especially in designing and implementing issues. This interest was also found in former research that concluded that teachers need comprehensive training in STEM education (Asiroglu & Akran, 2018;Osadchyi, Valko & Kushnir, 2019). This notion is also related to the essence of teachers' role as a central factor in nurturing students' talent development and holding views and experiences that will influence their STEM instruction.…”

“…Exploration of teacher readiness in specific STEM professional development programs concluded that collaboration among teachers is essential (Rukoyah, Widodo & Rochintaniawati, 2020). On the other hand, identification of teacher readiness based on their understanding of each component of STEM with difficulties in engineering component was also found (Asiroglu & Akran, 2018). Science teachers tend to feel confident with their ability in teaching the science subject, therefore we argue that their readiness depends on each specific subject that they taught and exploration of teacher readiness in a specific science subject such as physics is needed.…”

Pre-Service Science Teachers’ Experiences of an Expert-Guided Online Education Project

“…The education project contributed positively to the development of pedagogical competences such as enriching the lesson plan in terms of affective and cognitive dimensions, preparing an assessment tool suitable for the subject and student level, and ensuring objective-subjectmeasurement tool harmony. Pre-service teachers who have problems while preparing a lesson plan will also have problems interacting with the students during the implementation of the plan (Aşiroğlu & Koç Akran, 2018). Therefore, the pre-service teachers should experience the proficiency in terms of preparing lesson plans by being aware of the holistic needs of students before starting teaching.…”

Pengaruh Masa Kerja dan Profesionalitas Guru terhadap High Order Thinking Skill Siswa SMK melalui Level Soal Ujian

“…yang sangat penting untuk pendidikan dan pengembangan karena lulusan sekolah memerlukan keterampilan, seperti kreativitas, imajinasi, dan inovasi untuk mengatasi setiap tantangan produksi dan pengembangan yang muncul dalam kehidupan mereka termasuk dunia kerja (Mitana, 2018). Kemampuan guru masih dalam taraf cukup profesional dalam kegiatan yang melibatkan analisis berdasarkan Taksonomi Bloom, dan dalam kegiatan yang meningkatkan keterampilan di tingkat tinggi sehingga perlu menekankan peningkatan guru dalam meningkatkan kemampuan berpikir siswa dengan memberikan sebuah permasalahan (Soal ujian) yang Higher Order Thinking Skill Berbasis Pemecahan Masalah untuk Meningkatkan Hasil Belajar Berorientasi Pembentukan Karakter Siswa (Asiroglu & Akran, 2018). Meningkatkan kemampuan berpikir siswa dengan jenis soal yang dibuat oleh guru masih dalam tingkat rendah (Köksal & Ulum, 2018).…”