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Measuring Teachers’ Perceptions to Sustain STEM Education Development

Author

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  • NGUYEN Thi To Khuyen

    (Graduate Institute of Science Education, National Taiwan Normal University, Taipei 11677, Taiwan)

  • NGUYEN Van Bien

    (Faculty of Physics, Hanoi National University of Education, Hanoi 10000, Vietnam)

  • Pei-Ling Lin

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

  • Jing Lin

    (Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China)

  • Chun-Yen Chang

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

Abstract

The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers’ practices are strongly affected by teachers’ perceptions. The purpose of this study was to identify teachers’ perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers’ perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers’ perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers’ difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1531-:d:322235
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    References listed on IDEAS

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    1. 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.
    2. Louis S. Nadelson & Anne L. Seifert, 2017. "Integrated STEM defined: Contexts, challenges, and the future," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(3), pages 221-223, May.
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    Cited by:

    1. Zhiling Cai & Jinxing Zhu & Saiqi Tian, 2023. "Research Progress of STEM Education Based on Visual Bibliometric Analysis," SAGE Open, , vol. 13(3), pages 21582440231, September.
    2. Zawar Shah & Shannon Kennedy-Clark & Yancong Xie & Md Shamsur Rahim & Mehregan Mahdavi & Andrew Levula, 2022. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    3. 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.
    4. Esther García-González & Rocío Jiménez-Fontana & Pilar Azcárate, 2020. "Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge," Sustainability, MDPI, vol. 12(18), pages 1-19, September.
    5. Peng-Wei Hsiao & Chung-Ho Su, 2021. "A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning," Sustainability, MDPI, vol. 13(7), pages 1-24, March.

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