This study applies the theory of planned behavior as a basis and references relevant literature to suggest an extension of variables for discussing the impact of knowledge, values, subjective norms, perceived behavioral controls, and attitudes on the behavioral intentions of interdisciplinary science, technology, engineering, and mathematics (STEM) education among Taiwanese pre-service science teachers.
This study aims to explore the impact of Taiwanese pre-service teachers’ knowledge, values, subjective norms, perceived behavioral controls, and attitudes toward interdisciplinary STEM teaching, and the impact of said characteristics on the behavioral intentions of interdisciplinary STEM teaching.
Self-designed questionnaires were implemented to conduct surveys on the “behavioral intentions of pre-service science teachers engaging in interdisciplinary STEM education,” and a total of 139 valid samples were collected. Data were tested using descriptive statistics, path analysis, and variance analysis.
Science teachers’ reactions toward positive public support and negative objection (subjective norms), in addition to one’s ability to control resources and resolve difficulties related to STEM interdisciplinary teaching (perceived behavioral controls), are two key factors affecting interdisciplinary STEM teaching behavioral intentions, which also serve as a reference for the future promotion of its practice.
The results revealed that, in terms of direct effect, the higher an individual's perceived behavioral control and subjective norms, the stronger his/her interdisciplinary STEM teaching intention. In terms of indirect effect, higher attitudes or knowledge were indicative of better subjective norms or perceived behavioral controls, resulting in a higher interdisciplinary STEM teaching intention. Additionally, greater knowledge in interdisciplinary STEM education did not lead to better attitudes, although better perceived behavioral control resulted in stronger interdisciplinary STEM teaching intention.
pre-service teachers, STEM, theory of planned behavior.