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Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

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  • Bevo Wahono

    (Graduate Institute of Science Education, National Taiwan Normal University, Taipei 11677, Taiwan
    Faculty of Teacher Training and Education, University of Jember, Jawa Timur 68121, Indonesia)

  • Chun-Yen Chang

    (Science Education Center, National Taiwan Normal University, Taipei 11677, Taiwan)

Abstract

This study focuses on assessing the growth of the latest developments of science, technology, engineering, and mathematics (STEM) as part of an effort to maintain the progress of STEM education. Assessment is necessary for every educational activity, including in the field of STEM education. However, there are limited comprehensive reports on the progress and development of STEM education inside individual Asian countries. An attempt to bring up the sustainable development of STEM education is conducted by using an exhaustive assessment. The assessment, within this study, includes three domains, namely attitudes, knowledge, and applications (AKA) regarding STEM education. The comparison of these three domains based on demographic data, teachers’ difficulties perception, and its contribution to the sustainable development of STEM education is, likewise, discussed. This type of research is a mix of both qualitative and quantitative research methodology. The quantitative analysis method was performed to address the level position and the comparative value of the three domains. In comparison, the qualitative analysis method was employed to strengthen the quantitative result analysis, as well as to deal with the teachers’ perception. Results show that science teachers have a very good attitude, a moderate-level category in the application, and a low-level category in knowledge regarding STEM education. Further, there are differences in knowledge and the application of STEM education, based on educational background and teaching experience of the teachers, yet there are no differences regarding teachers’ attitudes. Other components are discussed in detail, such as the teacher’s perception of STEM teaching difficulties. Providing challenges and opportunities for improving the quality of education in the future are discoursed. The results of this study suggest that knowledge and attitudes are fundamental domains for the proper implementation, as well as sustainability, of STEM education (especially in Indonesia).

Suggested Citation

  • Bevo Wahono & Chun-Yen Chang, 2019. "Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education," Sustainability, MDPI, vol. 11(4), pages 1-18, February.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:4:p:950-:d:205394
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    References listed on IDEAS

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    1. K. Jöreskog, 1971. "Statistical analysis of sets of congeneric tests," Psychometrika, Springer;The Psychometric Society, vol. 36(2), pages 109-133, June.
    2. Thomas, Bibi & Watters, James J., 2015. "Perspectives on Australian, Indian and Malaysian approaches to STEM education," International Journal of Educational Development, Elsevier, vol. 45(C), pages 42-53.
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    Cited by:

    1. Kendale Kashiem Dario Liburd & Hen-Yi Jen, 2021. "Investigating the Effectiveness of Using a Technological Approach on Students’ Achievement in Mathematics–Case Study of a High School in a Caribbean Country," Sustainability, MDPI, vol. 13(10), pages 1-20, May.
    2. NGUYEN Thi To Khuyen & NGUYEN Van Bien & Pei-Ling Lin & Jing Lin & Chun-Yen Chang, 2020. "Measuring Teachers’ Perceptions to Sustain STEM Education Development," Sustainability, MDPI, vol. 12(4), pages 1-15, February.
    3. Abdellatif Sellami & Mohammad Ammar & Zubair Ahmad, 2022. "Exploring Teachers’ Perceptions of the Barriers to Teaching STEM in High Schools in Qatar," Sustainability, MDPI, vol. 14(22), pages 1-23, November.
    4. Susana Rodríguez & Bibiana Regueiro & Isabel Piñeiro & Antonio Valle & Benigno Sánchez & Tania Vieites & Carolina Rodríguez-Llorente, 2020. "Success in Mathematics and Academic Wellbeing in Primary-School Students," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    5. Diego Bellini & Alberto Crescentini & Giovanna Zanolla & Serena Cubico & Giuseppe Favretto & Lorenzo Faccincani & Piermatteo Ardolino & Giovanna Gianesini, 2019. "Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills," Sustainability, MDPI, vol. 11(9), pages 1-13, May.
    6. Jamali, Seyedh Mahboobeh & Nader, Ale Ebrahim & Jamali, Fatemeh, 2021. "The Role of STEM Education in Improving the Quality of Education: A Bibliometric Study," MPRA Paper 114214, University Library of Munich, Germany, revised 02 May 2022.
    7. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2019. "Selected Papers from the Eurasian Conference on Educational Innovation 2019," Sustainability, MDPI, vol. 11(23), pages 1-12, December.
    8. José Molina & Nguyen Viet Hai & Ping-Han Cheng & Chun-Yen Chang, 2021. "SDG’s Quality Education Approach: Comparative Analysis of Natural Sciences Curriculum Guidelines between Taiwan and Colombia," Sustainability, MDPI, vol. 13(6), pages 1-16, March.

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