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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
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
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  Data: 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/
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  Data: 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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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: STEM Education
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      – SubjectFull: Science Interests
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