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A Study on the Pre-Service Teachers’ STEM Interdisciplinary Teaching Intention A Study on the Pre-Service Teachers’ STEM Interdisciplinary Teaching Intention HOT

BACKGROUND 

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. 

PURPOSE 

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. 

METHOD 

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.   

RESULTS 

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. 

CONCLUSIONS 

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. 

KEYWORDS 

pre-service teachers, STEM, theory of planned behavior. 

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Created 2016-11-13
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