The Influence of Science Teachers’ Beliefs, Attitudes, Self-efficacy and School Context on Integrated STEM Teaching Practices

IF 1.9 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science and Mathematics Education Pub Date : 2023-07-08 DOI:10.1007/s10763-023-10403-9

E. H. M. Shahali, L. Halim

引用次数: 0

Abstract Image

查看原文本刊更多论文

科学教师的信念、态度、自我效能感和学校环境对STEM综合教学实践的影响

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Science and Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.10

自引率

9.10%

发文量

期刊介绍： The objective of this journal is to publish original, fully peer-reviewed articles on a variety of topics and research methods in both science and mathematics education. The journal welcomes articles that address common issues in mathematics and science education and cross-curricular dimensions more widely. Specific attention will be paid to manuscripts written by authors whose native language is not English and the editors have made arrangements for support in re-writing where appropriate. Contemporary educators highlight the importance of viewing knowledge as context-oriented and not limited to one domain. This concurs with current curriculum reforms worldwide for interdisciplinary and integrated curricula. Modern educational practice also focuses on the use of new technology in assisting instruction which may be easily implemented into such an integrated curriculum. The journal welcomes studies that explore science and mathematics education from different cultural perspectives.