The effect of teachers’ attitudes towards and self-efficacy beliefs regarding STEM education on students’ STEM career interests
Yazarlar (3)
Doç. Dr. Büşra KARTAL
Kırşehir Ahi Evran Üniversitesi, Türkiye
Prof. Dr. Adem TAŞDEMİR
Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | Journal of Science Learning | ||
| Dergi ISSN | 2614-6568 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2022 |
| Cilt / Sayı / Sayfa | 5 / 2 / 204–216 | DOI | 10.17509/jsl.v5i2.43991 |
| Makale Linki | https://ejournal.upi.edu/index.php/jslearning/article/download/136/pdf | ||
| Özet |
| High-quality Science, Technology, Engineering, and Mathematics (STEM) education provides unique opportunities for students' futures. STEM education requires integrating multiple disciplines and promotes students' problem-solving skills when engaging with real-world problems like engineers. Teachers have prominent roles in helping students develop basic concepts, connect their interests to their abilities, and sustain their curiosity from the early years. The present study used a predictive correlational survey design to investigate students' STEM career interests and the effects of teacher-related variables: teacher attitudes and self-efficacy beliefs. The participants were 421 middle school students and 160 teachers randomly selected from the target population. STEM Attitudes Scale and Teacher Self-Efficacy Scale for STEM Practice were used to collect data from teachers, and STEM Career Interest Scale (STEM-CIS) was used for data collection from students. Normality assumptions were |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 23 |