Science Teachers' Beliefs on Science Teaching and Learning for Implementing in STEM Education
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| Title: | Science Teachers' Beliefs on Science Teaching and Learning for Implementing in STEM Education |
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| Language: | English |
| Authors: | Miku Yoshida, Jan Sølberg |
| Source: | Science Education International. 2024 35(3):192-197. |
| Availability: | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Science Teachers, Beliefs, Teacher Attitudes, STEM Education, Interdisciplinary Approach, Science Interests, Personality Traits, Public Schools, Foreign Countries, Teaching Experience, Individual Development, Intellectual Disciplines |
| Geographic Terms: | Denmark |
| ISSN: | 1450-104X 2077-2327 |
| Abstract: | STEM, STEAM education is important for building a better future, and teachers have a key role in attracting students to the field of STEM. However, when teachers need to shift from traditional disciplinary-based education to integrated STEM education, they often find this transition challenging. This difficulty arises because their beliefs about science teaching and learning are deeply rooted in traditional disciplinary-based approaches. Beliefs have a profound influence on their teaching practises as well as their professional development, even though teachers are often not conscious of their own beliefs. To address this issue, we employed a phenomenological approach to investigate the phenomena when their beliefs espoused by asking formative episodes that influenced their development as science teachers. This study aimed at exploring the current subject-specific beliefs of in-service science teachers. This told us how best to guide teachers through this process of the transition from traditional disciplinary-based education to STEM education. Our findings revealed that teachers' beliefs showed that curiosity and/or interest towards science to be the most important factors in student learning. This indicates that while teachers' core beliefs are not entirely disciplinary-oriented, they are more open. It would reduce their anxiety and low self-efficacy in conveying STEM education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444662 |
| Database: | ERIC |
| Abstract: | STEM, STEAM education is important for building a better future, and teachers have a key role in attracting students to the field of STEM. However, when teachers need to shift from traditional disciplinary-based education to integrated STEM education, they often find this transition challenging. This difficulty arises because their beliefs about science teaching and learning are deeply rooted in traditional disciplinary-based approaches. Beliefs have a profound influence on their teaching practises as well as their professional development, even though teachers are often not conscious of their own beliefs. To address this issue, we employed a phenomenological approach to investigate the phenomena when their beliefs espoused by asking formative episodes that influenced their development as science teachers. This study aimed at exploring the current subject-specific beliefs of in-service science teachers. This told us how best to guide teachers through this process of the transition from traditional disciplinary-based education to STEM education. Our findings revealed that teachers' beliefs showed that curiosity and/or interest towards science to be the most important factors in student learning. This indicates that while teachers' core beliefs are not entirely disciplinary-oriented, they are more open. It would reduce their anxiety and low self-efficacy in conveying STEM education. |
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| ISSN: | 1450-104X 2077-2327 |
