教师对STEM教育的态度:通过结构方程模型探索他们的准备能力的作用
Theano Papagiannopoulou1, Julie Vaiopoulou2,3
1School of Philosophy and Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece.
European journal of investigation in health, psychology and education
|November 26, 2024
概括
教师的准备程度显著影响他们对STEM教育的态度. 诸如自我效能和承诺等因素对STEM教学产生积极影响,对21世纪的学习目标至关重要.
科学领域:
- 教育心理学教育心理学
- 在STEM教育研究研究中.
背景情况:
- 对于21世纪的学习,人们越来越关注STEM教育.
- 了解影响教师对STEM态度的因素对于有效实施至关重要.
研究的目的:
- 提供关于教师准备对STEM教学态度的影响的经验证据.
- 开发和验证一个概念模型,探索影响教师STEM教学态度的因素.
主要方法:
- 开发了一个概念模型,重点关注自我效能,承诺,认知准备,情感准备和教学态度.
- 使用结构方程建模 (SEM) 来评估模型的有效性.
- 从494名希腊小学和中学教师收集数据,使用TRi_STEM和TASET尺度.
主要成果:
- 在所有六个研究的因素中都发现了积极的关联.
- 一般的教学态度对四个准备变量 (自我效能,承诺,认知和情绪准备) 有积极的影响.
- 教师的准备和一般态度显著预测了对教学STEM课程的积极态度.
结论:
- 教师的准备是对教学STEM的态度的一个关键预测因素.
- 旨在提高教师准备度的干预措施可以对STEM教育产生积极影响.
- 该研究确定了提高STEM教师参与度和有效性的关键属性.
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