Affiliation:
1. King Saud University, Saudi Arabia
Abstract
This study aimed to recognize upper-secondary school science teachers’ perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers’ perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers’ perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers’ perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers’ perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM’s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application.
Keywords: integration mechanisms, science teachers, STEM education, teachers’ perceptions, upper secondary school
Reference39 articles.
1. 1. Abdel-Hamid, A., Metwally, A., Al-Shaya, F., & Abdo, F. (2015). Mathematics skills needed to solve physics problems at the secondary level in the Kingdom of Saudi Arabia. Sultan Qaboos University's Journal of Educational and Psychological Studies, 2(9), 351-365. https://doi.org/10.24200/jeps.vol9iss2pp351-365
2. 2. Abu Hashem, M. (2012, May). Validity and reliability of measurement tools in psychological and educational research. King Saud University, Center for Research Excellence in the Development of Science and Mathematics Education. Retrieved from https://youtu.be/_uR-K0_2sWQ
3. 3. Al-Ahmad, N., & Al-Buqami, M. (2017). Analyzing the content of physics textbooks in Saudi Arabia in light of the Next Generation Science Standards (NGSS). Jordan Journal of Educational Sciences, 13(3), 309-326.
4. The extent to which the standards of technical enlightenment (STL) are achieved in the content of science curricula developed for the intermediate stage in the Kingdom of Saudi Arabia;Al-Ahmadi;Journal of Educational and Psychological Sciences at the University of Bahrain,2016
5. 5. Al-Anzi, A., & Al-Jabr, J. (2017). Perceptions of science teachers in the Kingdom of Saudi Arabia towards the direction of science, technology, engineering and mathematics (STEM). The Scientific Journal of the Faculty of Education Assiut University, 2(33), 312-647.
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献