Identifying Taiwanese Teachers’ Perceived Self-efficacy for Science, Technology, Engineering, and Mathematics (STEM) Knowledge

被引：20

作者：

Lee M.-H. ^{[1
]}

Hsu C.-Y. ^{[2
]}

Chang C.-Y. ^{[3
]}

机构：

[1] Program of Learning Sciences and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei

[2] Department of Child Care, National Pingtung University of Science and Technology, Pingtung

[3] Graduate Institute of Science Education and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei

来源：

The Asia-Pacific Education Researcher | 2019年 / 28卷 / 1期

关键词：

Attitudes toward STEM; Self-efficacy; STEM; Teacher education; Teacher knowledge;

D O I：

10.1007/s40299-018-0401-6

中图分类号：

学科分类号：

摘要：

This study, first of all, aimed to develop a new survey to assess Taiwanese teachers’ perceived self-efficacy in STEM knowledge. Second, it aimed to probe any differences in teachers’ perceived self-efficacy in STEM knowledge regarding their gender and teaching subjects. Last, we examined the structural relations among teachers’ perceived self-efficacy in STEM knowledge and their attitudes toward STEM education. The participants were 220 high school teachers in Taiwan. The 30-item instrument consisted of six factors: scientific inquiry, technology use, engineering design, mathematical thinking, and synthesized knowledge of STEM, as well as attitudes toward STEM education. The results showed that the proposed instrument was valid and reliable. In addition, male teachers outperformed female teachers in each dimension of the survey. Last, teachers’ self-efficacy in synthesized knowledge of STEM had two mediating effects. One was in the relationship between self-efficacy in engineering design and attitudes toward STEM education. The other was in the relationship between self-efficacy in Mathematical Thinking and Attitudes toward STEM education. © 2018, De La Salle University.

引用

页码：15 / 23

页数：8

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