Availability of STEAM Approach Requirements among Intermediate-Stage Mathematics Teachers and Their Attitudes towards It

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Instruction Pub Date : 2024-01-01 DOI:10.29333/iji.2024.17112a

Mona Qutaifan Ershed Alfayez

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Abstract

The present research aimed at investigating the availability of the requirements of the STEAM approach among intermediate-stage teachers and their attitudes towards the STEAM approach in public schools of Amman city, Jordan. This was a cross-sectional study that recruited a sample of 294 intermediate-stage mathematics teachers. A researcher-developed questionnaire was used in this study. It comprised 46 items (30 items for the availability of the STEAM approach requirements and 16 items for teachers' attitudes towards the STEAM approach). The data gathered in this study was analyzed using the SPSS. The results showed that the requirements of the STEAM education approach were high. Exploring the domains of STEAM requirements revealed that the implementation domain was the highest available requirement (3.90±0.54), followed by the planning domain (3.81±0.68) was available at a high degree, and lastly the assessment domain (3.11±0.76) at a moderate degree. In addition, the results showed that the enrolled mathematics teachers had positive attitudes toward using the STEAM education approach in teaching mathematics. It was found the most positive attitudes were within the desire to apply the strategy domain (4.18±0.60), followed by the motivation and self-learning domain (4.06±0.83), thinking and problem-solving domain (3.66±1.08) and the last one was collaboration and communication domain (3.21±0.59). The study concluded that STEAM approach requirements are available to a high degree as perceived by intermediate-stage mathematics teachers and they had positive attitudes towards using the STEAM approach in teaching mathematics in the public schools in Amman city, Jordan. Keywords: STEAM, requirements, attitudes, intermediate stage, mathematics, Jordan

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中职数学教师对 STEAM 方法要求的掌握情况及其态度

本研究旨在调查约旦安曼市公立学校中级数学教师是否了解 STEAM 方法的要求及其对 STEAM 方法的态度。这是一项横断面研究，抽样调查了 294 名中级数学教师。本研究使用了一份由研究人员开发的问卷。问卷共有 46 个条目（30 个条目涉及 STEAM 方法要求的可用性，16 个条目涉及教师对 STEAM 方法的态度）。本研究使用 SPSS 对收集到的数据进行了分析。结果显示，对 STEAM 教育方法的要求很高。对 STEAM 要求领域的探索显示，实施领域的要求最高（3.90±0.54），其次是计划领域（3.81±0.68），要求较高，最后是评估领域（3.11±0.76），要求中等。此外，调查结果显示，参加调查的数学教师对在数学教学中使用 STEAM 教育方法持积极态度。研究发现，最积极的态度是希望应用策略领域（4.18±0.60），其次是动机和自学领域（4.06±0.83）、思考和解决问题领域（3.66±1.08），最后是合作与交流领域（3.21±0.59）。研究得出结论，在约旦安曼市的公立学校中，中级数学教师认为STEAM教学法的要求很高，他们对在数学教学中使用STEAM教学法持积极态度。关键词STEAM、要求、态度、中级阶段、数学、约旦

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来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.