Requirements for Application of the STEM Approach as Perceived by Science, Math and Computer Teachers and their Attitudes towards it

• Published in: Eurasia Journal of Mathematics, Science and Technology Education Vol. 16; no. 9; p. em1879
• Main Author: Alsmadi, Mohareb Ali
• Format: Journal Article
• Language: English
• Published: East Sussex Modestum 2020
• Subjects: Attitudes; Computer Science Education; Elementary Secondary Education; Foreign Countries; Gender Differences; Instructional Program Divisions; Interdisciplinary Approach; Mathematics; Mathematics Instruction; Mathematics Teachers; Science education; Science Instruction; Science Teachers; Specialization; STEM Education; Teacher Attitudes; Teacher Competencies; Teaching; Teaching Methods; Jordan
• ISSN: 1305-8223; 1305-8215; 1305-8223
• DOI: 10.29333/ejmste/8391

This research aimed to investigate the requirements of the application of the STEM approach in teaching science and mathematics and the teachers’ attitudes towards it. The study used descriptive approach. The study sample consisted of (159) male and female teachers chosen by the random stratified sample method from the study community represented by all science, mathematics and computer teachers in Ajloun Governorate in the academic year 2019/2020. The scale of requirements for applying the STEM approach and teachers’ attitudes towards it was developed; the validity and reliability of the study instrument were verified by appropriate statistical methods. Statistical processing was done using arithmetic means, and the analysis of multiple variance analysis. The results showed that the teachers ‘assessments of the requirements of the STEM approach are all high and above the hypothetical average (75%). “Changing the teaching methods” dimension came in the first place with an arithmetic mean (30, 29), followed by the dimension of “changing the learning goals” with an arithmetic mean (30.15). The third place was for “changing the vision and skills of teachers” dimension with an arithmetic mean (30.13), and the last place was for the domain of “changing the classroom environment” with an arithmetic mean (22.37). It showed that teachers’ attitudes toward STEM teaching are positive and high. And there were no statistically significant differences at the level (0.05) in the male and female teachers’ assessments of the requirements of STEM application and their attitudes towards it. On the other hand, there are statistically significant differences in their estimates according to the phase variable and in favor of the elementary stage. There were statistically significant differences according to the variable of specialization and for the benefit of science and mathematics teachers compared to Computer ones. And in light of the results, the study presented a set of recommendations.