東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Suburban Elementary Teacher Perceptions regarding STEM Education: A Mixed Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Suburban Elementary Teacher Perceptions regarding STEM Education: A Mixed Methods Study./
作者:	Hendel, Stephanie A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	170 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
Contained By:	Dissertations Abstracts International83-12B.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29163523
ISBN:	9798819373743

Suburban Elementary Teacher Perceptions regarding STEM Education: A Mixed Methods Study.
Hendel, Stephanie A.

Suburban Elementary Teacher Perceptions regarding STEM Education: A Mixed Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 170 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: B.

Thesis (Ph.D.)--Saint Louis University, 2022.

This item must not be sold to any third party vendors.

New educational initiatives and government organizations suggest the implementation of STEM (science, technology, engineering, and mathematics) lessons should begin at the elementary level as a primary means of inspiring young students to pursue these subjects and careers later in life. However, research supports the claim that elementary teachers are not adequately prepared, equipped, or knowledgeable on the four STEM disciplines to effectively instruct these subjects. More research is needed to better understand how teachers conceptualize STEM instruction in the elementary classroom in order to identify challenges that prevent or inhibit their ability to produce meaningful and impactful STEM educational opportunities for young students. Therefore, the purpose of this study was to explore elementary teacher attitudes, beliefs, and opinions regarding STEM education. This study used a convergent mixed methods design that involved collecting both quantitative and qualitative data concurrently during the same data collection phase through a survey distributed to suburban elementary teachers in a major Midwestern, United States city. After data collection, the quantitative and qualitative data were analyzed separately before intentionally merging the two datasets to provide a better understanding of the problem. The quantitative data, analyzed using parametric and non-parametric techniques via the Statistical Package for the Social Sciences (SPSS), showed teachers felt most confident teaching STEM through mathematics and science but less confident teaching through an integrated or engineering approach. The qualitative data, analyzing using thematic content analysis, demonstrated that teachers understood the benefits and value of integrated STEM for students. However, by using the qualitative findings to inform the quantitative results, the researcher obtained an expanded understanding of how a teacher's perceptions of the value and benefits of STEM education do not necessarily translate towards effective STEM instructional practices. More support and research are needed to identify how to develop elementary teachers into effective and confident STEM educators.

ISBN: 9798819373743Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Elementary School teachers

Suburban Elementary Teacher Perceptions regarding STEM Education: A Mixed Methods Study.
LDR:03482nmm a2200409 4500 001 2352397
005 20221128103643.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798819373743
035 $a (MiAaPQ)AAI29163523
035 $a AAI29163523
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hendel, Stephanie A. $3 3692020
245 1 0 $a Suburban Elementary Teacher Perceptions regarding STEM Education: A Mixed Methods Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 170 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
500 $a Advisor: Meier, Retha M.
502 $a Thesis (Ph.D.)--Saint Louis University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a New educational initiatives and government organizations suggest the implementation of STEM (science, technology, engineering, and mathematics) lessons should begin at the elementary level as a primary means of inspiring young students to pursue these subjects and careers later in life. However, research supports the claim that elementary teachers are not adequately prepared, equipped, or knowledgeable on the four STEM disciplines to effectively instruct these subjects. More research is needed to better understand how teachers conceptualize STEM instruction in the elementary classroom in order to identify challenges that prevent or inhibit their ability to produce meaningful and impactful STEM educational opportunities for young students. Therefore, the purpose of this study was to explore elementary teacher attitudes, beliefs, and opinions regarding STEM education. This study used a convergent mixed methods design that involved collecting both quantitative and qualitative data concurrently during the same data collection phase through a survey distributed to suburban elementary teachers in a major Midwestern, United States city. After data collection, the quantitative and qualitative data were analyzed separately before intentionally merging the two datasets to provide a better understanding of the problem. The quantitative data, analyzed using parametric and non-parametric techniques via the Statistical Package for the Social Sciences (SPSS), showed teachers felt most confident teaching STEM through mathematics and science but less confident teaching through an integrated or engineering approach. The qualitative data, analyzing using thematic content analysis, demonstrated that teachers understood the benefits and value of integrated STEM for students. However, by using the qualitative findings to inform the quantitative results, the researcher obtained an expanded understanding of how a teacher's perceptions of the value and benefits of STEM education do not necessarily translate towards effective STEM instructional practices. More support and research are needed to identify how to develop elementary teachers into effective and confident STEM educators.
590 $a School code: 0193.
650 4 $a Elementary education. $3 641385
650 4 $a Mathematics education. $3 641129
650 4 $a Science education. $3 521340
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
650 4 $a Statistics. $3 517247
653 $a Elementary School teachers
653 $a Instructional practices
653 $a Mixed methods research
653 $a Science Technology Engineering and Mathematics
653 $a STEM education
690 $a 0524
690 $a 0280
690 $a 0714
690 $a 0530
690 $a 0515
690 $a 0463
710 2 $a Saint Louis University. $b Curriculum and Instruction. $3 3692021
773 0 $t Dissertations Abstracts International $g 83-12B.
790 $a 0193
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29163523