Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850075 | Teaching and Teacher Education | 2018 | 16 Pages |
Abstract
This paper uses structural equation modelling (SEM) to examine the influence of teachers' attitudes and school context on reported instructional practices in integrated STEM (Science, Technology, Engineering and Mathematics). Instead of using an overall measure for integrated STEM, five specific characteristics (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined to get a more in-depth and nuanced insight into the factors influencing implementation. For each STEM characteristic, teachers' attitudes are positively linked with instructional practices Moreover, different aspects of school context influence instructional practices either directly or indirectly. Opportunities for ameliorating the implementation of integrated STEM are discussed.
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Authors
Lieve Thibaut, Heidi Knipprath, Wim Dehaene, Fien Depaepe,