Measuring Teachers’ Perceptions to Sustain STEM Education Development

The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers’ practices are strongly affected by teachers’ perceptions. The purpose of this study was to identify teachers’ perceptions to sustain STEM education development, regarding STE...

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Bibliographic Details
Published in:Sustainability 2020-02, Vol.12 (4), p.1531
Main Authors: Thi To Khuyen, NGUYEN, Van Bien, NGUYEN, Lin, Pei-Ling, Lin, Jing, Chang, Chun-Yen
Format: Article
Language:English
Subjects:
Beginning teachers
Climate change
Curricula
Education
Environmental education
Instructional design
Integrated approach
Investigations
Learning
Mathematics education
Pedagogy
Philosophy
Professional development
Researchers
Robotics
Schools
Science education
Statistical analysis
Statistical significance
STEM education
STEM professions
Students
Sustainable development
Teachers
Teaching methods
Technical education
Technology education
Variance analysis
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Summary:The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers’ practices are strongly affected by teachers’ perceptions. The purpose of this study was to identify teachers’ perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers’ perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers’ perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers’ difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.
ISSN:2071-1050
2071-1050
DOI:10.3390/su12041531