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Secondary school science teachers’ attitudes towards STEM education in Liberia
International Journal of Science Education ( IF 2.518 ) Pub Date : 2021-01-11 , DOI: 10.1080/09500693.2020.1864837
Salomey Tardy Hackman 1 , Danhui Zhang 2 , Jingwen He 2
Affiliation  

ABSTRACT

Many Liberian teachers have limited experiences and low efficacy for teaching science, technology, engineering, and mathematics (STEM), which results in students receiving little preparation and having low levels of motivation to pursue STEM careers in Liberia. Teacher attitudes are central for efficient teaching STEM. However, little is known about the attitudes of teachers towards STEM education, as well as what factors influence these attitudes among Liberian teachers. This paper describes a novel study on Liberian science teachers’ attitudes, and it seeks to elucidate and comprehend the current attitudes toward STEM education among science teachers and identify the factors that might influence these attitudes. A questionnaire was developed to examine attitudes towards STEM education among 194 in-service science teachers and was reinforced by interviews with 10 science teachers. A significant difference was observed between private- and public-school science teachers with respect to their overall attitude scores. A marginally significant difference was found among teachers from different grades. Findings from regression analysis showed that professional and administrative support, peer collaboration, STEM training, and teaching time positively influence science teachers’ attitudes towards STEM education. Recommendations regarding how to support these teachers were also provided based on the analysis of interview data.



中文翻译:

利比里亚中学理科教师对STEM教育的态度

摘要

许多利比里亚教师在科学,技术,工程和数学(STEM)教学方面经验有限,效率低下,这导致学生准备不足,在利比里亚从事STEM事业的动机也很低。老师的态度是有效教学STEM的核心。但是,关于教师对STEM教育的态度以及利比里亚教师中这些态度的影响因素知之甚少。本文介绍了一项关于利比里亚理科教师态度的新颖研究,旨在阐明和理解理科教师中当前对STEM教育的态度,并找出可能影响这些态度的因素。编制了调查表,以调查194名在职理科教师对STEM教育的态度,并通过采访10名理科教师得到了补充。在私立学校和公立学校的科学老师的整体态度得分上,观察到了显着差异。在不同年级的老师之间发现了显着的差异。回归分析的结果表明,专业和行政支持,同伴协作,STEM培训和教学时间对理科教师对STEM教育的态度产生了积极影响。根据访谈数据的分析,还提供了有关如何支持这些教师的建议。在私立学校和公立学校的科学老师的整体态度得分上,观察到了显着差异。在不同年级的老师之间发现了显着的差异。回归分析的结果表明,专业和行政支持,同伴协作,STEM培训和教学时间对理科教师对STEM教育的态度产生了积极影响。根据访谈数据的分析,还提供了有关如何支持这些教师的建议。在私立学校和公立学校的科学老师的整体态度得分上,观察到了显着差异。在不同年级的老师之间发现了显着的差异。回归分析的结果表明,专业和行政支持,同伴协作,STEM培训和教学时间对理科教师对STEM教育的态度产生了积极影响。根据访谈数据的分析,还提供了有关如何支持这些教师的建议。教学时间对理科教师对STEM教育的态度产生积极影响。根据访谈数据的分析,还提供了有关如何支持这些教师的建议。教学时间对理科教师对STEM教育的态度产生积极影响。根据访谈数据的分析,还提供了有关如何支持这些教师的建议。

更新日期:2021-03-19
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