Αξιολόγηση της ετοιμότητας των Ελληνίδων Νηπιαγωγών να υλοποιήσουν προγράμματα STEM
Δημοσιευμένα:
Dec 29, 2023
Λέξεις-κλειδιά:
γραμμική παλινδρόμηση, ετοιμότητα εκπαιδευτικών, στάση, STEM
Περίληψη
Η εκπαίδευση STEM (Επιστήμη, Τεχνολογία, Μηχανική και Μαθηματικά) είναι μια διεπιστημονική προσέγγιση μάθησης που στοχεύει στην ανάπτυξη δεξιοτήτων επίλυσης προβλημάτων της καθημερινής ζωής από τους μαθητές. Η παρούσα έρευνα μελετά τη στάση και την ετοιμότητα των Ελληνίδων Νηπιαγωγών να εφαρμόσουν τη νέα αυτή εκπαιδευτική πρακτική μέσα στην τάξη. Συμμετείχαν 56 Νηπιαγωγοί και ως εργαλείο συλλογής δεδομένων χρησιμοποιήθηκε προσαρμοσμένο ερωτηματολόγιο 9-βάθμιας κλίμακας, που αφορά 6 διαστάσεις και συγκεκριμένα: τη Γνωστική και Συναισθηματική Ετοιμότητα, την Αυτο-αποτελεσματικότητα, τη Δέσμευση, τη Στάση απέναντι στο STEM και τη διδασκαλία. Κατά την επεξεργασία των δεδομένων, εφαρμόστηκαν μέθοδοι επαγωγικής στατιστικής, ώστε να προσδιοριστεί η επίδραση των ατομικών διαφορών στις εξεταζόμενες διαστάσεις και παρατηρήθηκε στατιστικώς σημαντική επίδραση της επιμόρφωσης και των ετών προϋπηρεσίας στη συνολική ετοιμότητα των Νηπιαγωγών στο STEM. Τέλος, διαπιστώθηκε ότι η Στάση τους απέναντι στο STEM μπορεί να προβλεφθεί από τους παράγοντες γνωστικής και συναισθηματικής ετοιμότητας με τον δεύτερο παράγοντα να έχει την ισχυρότερη επίδραση.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
-
Παπαγιαννοπούλου Θ., & Βαϊοπούλου Γ. (2023). Αξιολόγηση της ετοιμότητας των Ελληνίδων Νηπιαγωγών να υλοποιήσουν προγράμματα STEM. Έρευνα για την Εκπαίδευση στις Φυσικές Επιστήμες και την Τεχνολογία, 3(2), 43–68. https://doi.org/10.12681/riste.34424
- Ενότητα
- Άρθρο Ερευνητικό
Οι συγγραφείς διατηρούν τα πνευματικά δικαιώματα και παρέχουν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης μαζί με την αδειοδότηση της εργασίας με CC-BY-NC-SA, που επιτρέπει σε άλλους να μοιράζονται αυτή την εργασία με αναγνώριση του συγγραφικού δικαιώματος και την αρχική δημοσίευση σε αυτό το περιοδικό.
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Ακριτίδου Α. (2014). Ανάπτυξη μεθοδολογίας STEM για την εκπαίδευση εκπαιδευτικών: Προσχολική εκπαίδευση [Μεταπτυχιακή Εργασία, Πανεπιστήμιο Πειραιώς]. Ανακτήθηκε Ιανουάριο 8, 2023 από
Γαβρίλας Λ. (2019). Αντιλήψεις Μελλοντικών Εκπαιδευτικών Προσχολικής και Πρωτοσχολικής Εκπαίδευσης για την Εκπαιδευτική Ρομποτική και το STEM [Μεταπτυχιακή Εργασία, Πανεπιστήμιο Ιωαννίνων]. Ανακτήθηκε Ιανουάριο 8, 2023 από
Καραπάνου Ε., & Τζίρου Η. (2018). H Προσέγγιση Steam Στην Προσχολική Αγωγή – Ο Σχεδιασμός, Η Υλοποίηση Και Η Αποτίμηση Ενός Εκπαιδευτικού Προγράμματος. [Μεταπτυχιακή Εργασία, Πανεπιστήμιο Δυτικής Αττικής. Ανακτήθηκε Ιανουάριο 8, 2023 από
Μαντζανίδου Γ. (2019). Η χρήση της ρομποτικής στην εκπαίδευση ως μέσο εμπλοκής των μαθητών προσχολικής αγωγής με το STEΑM : Μελέτη Περίπτωσης [Διπλωματική Εργασία, Τμήμα Διοικητικής Επιστήμης & Τεχνολογίας, Πανεπιστήμιο Πατρών]. Ανακτήθηκε Ιανουάριο 9, 2023 από http://repository.library.teiwest.gr/xmlui/handle/123456789/8367
Μπουμπάρα Λ. (2021). Αυτοαποτελεσματικότητα και Επαγγελματική Προσαρμοστικότητα Εκπαιδευτικών Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης απο την Εθελούσια Συμμετοχή τους σε Καινοτόμα Εκπαιδευτικά Προγράμματα [Διπλωματική Εργασία, European University Cyprus]. Ανακτήθηκε Ιανουάριο 9, 2023 από
Παπαγιαννοπούλου Θ., & Βαϊοπούλου, Γ. (2022). Εφαρμογή της εκπαίδευσης STEM: Προσαρμογή δύο εργαλείων για την αξιολόγηση της ετοιμότητας των εκπαιδευτικών στην Ελλάδα. Στο Σούλης, Σ.-Π., & Λιακοπούλου, Μ. Εκπαίδευση στον 21ο αιώνα: Σύγχρονες προκλήσεις και προβληματισμοί. Πρακτικά Διεθνούς Συνεδρίου, Τόμος Α’ (σσ. 1001-1017). Ιωάννινα: Gutenberg.
Σταματάρου Σ. (2022). Συγκριτική ανάλυση διεπιστημονικών Προγραμμάτων Σπουδών Υπολογιστικής Σκέψης και STEAM για την προσχολική εκπαίδευση και τις
πρώτες τάξεις του Δημοτικού [Μεταπτυχιακή εργασία, Τμήμα Προσχολικής Αγωγής και Εκπαιδευτικός Σχεδιασμός, Πανεπιστήμιο Αιγαίου]. Ανακτήθηκε Ιανουάριο 9, 2023 από
Abdullah, A. H., Hamzah, M. H., Hussin, R. H. S. R., Kohar, U. H. A., Rahman, S. N. S. A., & Junaidi, J. (2017). Teachers’ readiness in implementing science, technology, engineering and mathematics (STEM) education from the cognitive, affective and behavioural aspects. 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), 6–12. https://doi.org/10.1109/TALE.2017.8252295
Admawati, H., & Jumadi, J. (2021). The impact of STEM PjBL on students’ engineering practice, scientific practice, and scientific attitude. Journal of Physics: Conference Series, 1882(1), 012151. https://doi.org/10.1088/1742-6596/1882/1/012151
Agrawal, S., & Jain, B. K. (2020). Influence of Demographic Variables on Organizational Commitment of School Teachers: Evidence from the Kathmandu Valley, Nepal. Quest Journal of Management and Social Sciences, 2(2), 262–274. https://doi.org/10.3126/qjmss.v2i2.33298
Aguilar, N. A. (2016). Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach (Order No. 10111641). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1799589223).
Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. https://doi.org/10.1007/s10798-015-9341-0
Aldemir, J., & Kermani, H. (2017). Integrated STEM curriculum: improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694–1706.
Alghamdi, A. (2023). Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia. Early Childhood Education Journal, 51(2), 247–256.
Altakahyneh, B. H., & Abumusa, M. (2020). Attitudes of University Students towards STEM Approach. International Journal of Technology in Education, 3(1), 39.
Altun, M. (2017). The Effects of Teacher Commitment on Student Achievement: A Case Study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11).
Ampartzaki, M., Kalogiannakis, M., Papadakis, S., & Giannakou, V. (2022). Perceptions About STEM and the Arts: Teachers’, Parents’ Professionals’ and Artists’ Understandings About the Role of Arts in STEM Education (pp. 601–624). https://doi.org/10.1007/978-981-19-0568-1_25
Anjarsari, N., & Diana, D. (2020). The Teacher Readiness Towards The Application of STEM Learning. BELIA: Early Childhood Education Papers, 9(2), 80–88.
Bakken, L., Brown, N., & Downing, B. (2017). Early Childhood Education: The Long-Term Benefits. Journal of Research in Childhood Education, 31(2), 255–269.
Baltsavias, A., & Kyridis, A. (2020). Preschool Teachers’ Perspectives on the Importance of STEM Education in Greek Preschool Education. Journal of Education and Practice.
Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM Practice in the Early Years. Creative Education, 09(01), 11–25. https://doi.org/10.4236/ce.2018.91002
Casey, D. (1989). “John Dewey, The Later Works, 1925-1953. Volume 6: 1931-1932,” edited by Jo Ann Boydston; and “John Dewey, The Later Works, 1925-1953. Volume 7: 1932,” edited by Jo Ann Boydston. The Modern Schoolman, 66(4), 312–315.
Chen, Y.-L., Huang, L.-F., & Wu, P.-C. (2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator. Early Childhood Education Journal, 49(2), 137–147.
Chen, Y.-L., & Tippett, C. (2022). Project-Based Inquiry in STEM Teaching for Preschool Children. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2093.
Cohen, L., & Waite-Stupiansky, S. (2020). STEM in Early Childhood Education How Science, Technology, Engineering, and Mathematics Strengthen Learning (U. Lynn E. Cohen is Professor at Long Island University & U. Sandra Waite-Stupiansky is Professor Emerita at Edinboro University of Pennsylvania (eds.); 1st Editio). Routledge.
DeJarnette, N. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3). https://doi.org/10.20897/ejsteme/3878
Deming, D., & Noray, K. (2018). STEM Careers and the Changing Skill Requirements of Work.
Demirel, M. (2009). Lifelong learning and schools in the twenty-first century. Procedia - Social and Behavioral Sciences, 1(1), 1709–1716.
Eleje, L., C. Metu, I., E. Ezenwosu, N., & C. Ifeme, J. (2022). Attitude towards the Teaching Profession: The Secondary School Teachers’ Outlook. Open Journal of Educational Research, 2(1), 23–31. https://doi.org/10.31586/ojer.2022.205
Guan, T., Alam, M. K., & Rao, M. B. (2023). Sample Size Calculations in Simple Linear Regression: A New Approach. Entropy, 25(4). https://doi.org/10.3390/e25040611
Jamil, F., Linder, S., & Stegelin, D. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5
Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5
Kalliontzi, M. (2022). Teachers’ attitudes towards S.T.E.M. in secondary education. Advances in Mobile Learning Educational Research, 2(2), 389–400.
Kartal, B., & Taşdemir, A. (2021). Pre-Service Teachers’ Attitudes towards STEM: Differences Based on Multiple Variables and the Relationship with Academic Achievement. International Journal of Technology in Education, 4(2), 200–228. https://doi.org/10.46328/ijte.58
Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(1), 14. https://doi.org/10.1186/s40594-020-00211-w
Kim, C., Kim, D., Yuan, J., Hill, R., Doshi, P., & Thai, C. (2015). Robotics to promote elementary education pre-service teachers’ STEM engagement, learning, and teaching. Computers & Education, 91, 14–31. https://doi.org/10.1016/j.compedu.2015.08.005
Koç Akran, S., & Aşiroğlu, S. (2018). Perceptions of Teachers towards the STEM Education and the Constructivist Education Approach: Is the Constructivist Education Approach Preparatory to the STEM Education? Universal Journal of Educational Research, 6(10), 2175–2186.
Lange, A. A., Nayfeld, I., Mano, H., & Jung, K. (2022). Experimental effects of a preschool STEM professional learning model on educators’ attitudes, beliefs, confidence, and knowledge. Journal of Early Childhood Teacher Education, 43(4), 509–539.
Lee, M.-H., Hsu, C.-Y., & Chang, C.-Y. (2019). Identifying Taiwanese Teachers’ Perceived Self-efficacy for Science, Technology, Engineering, and Mathematics (STEM) Knowledge. The Asia-Pacific Education Researcher, 28(1), 15–23. https://doi.org/10.1007/s40299-018-0401-6
Leung, W. M. V. (2023). STEM Education in Early Years: Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies. Education Sciences, 13(5), 490.
Lin, K.-Y., & Williams, P. J. (2016). Taiwanese Preservice Teachers’ Science, Technology, Engineering, and Mathematics Teaching Intention. International Journal of Science and Mathematics Education, 14(6), 1021–1036. https://doi.org/10.1007/s10763-015-9645-2
Lindeman, K. W., Jabot, M., & Berkley, M. T. (2013). The Role of STEM (or STEAM) in the Early Childhood Setting (pp. 95–114). https://doi.org/10.1108/S0270-4021(2013)0000017009
Lockwood, D. (2023). Challenge-Based Learning & STEAM Curriculum. STEAM, 5(1), 1–7. https://doi.org/10.5642/steam.ZFXX7073
MacDonald, A., & Huser, C. (2020). Making STEM Visible in Early Childhood Curriculum Frameworks. In STEM Education Across the Learning Continuum (pp. 87–112). Springer Singapore. https://doi.org/10.1007/978-981-15-2821-7_6Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons international comparisons of science, technology, engineering and mathematics (STEM) education. Final report. In Australian Council of Learned Academies, Melbourne, Vic (Issue July 2016). Retrieved January 9, 2023 from
Manalo, R. A. (2019). Occupational Stress, Organizational Commitment, Work Engagement of Stem Track Public School Teachers: a Proposed employee welfare program. Letran Business and Economic Review, 1, (1), 9-22. https://research-manila.letran.edu.ph/read/128
Marginson, S., Tytler, R., Freeman, B., & Roberts, K. (2013). STEM: Country comparisons. June, 178. https://doi.org/ISBN 978 0 9875798 0 5
Marsh, C., Clarke, M., & Pittaway, S. (2018). Marsh’s becoming a teacher. Teach Now! The Essentials of Teaching, 140–188. https://doi.org/10.4324/9781315744841-36
McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). Guest Editorial: How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02). https://doi.org/10.2505/4/sc17_055_02_8
National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. National Academies Press.
Ndijuye, L., & Tandika, P. (2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania. Journal of Childhood, Education & Society, 1(1), 29–42.
Nikolopoulou, K., & Tsimperidis, I. (2023). STEM education in early primary years: Teachers’ views and confidence. Journal of Digital Educational Technology, 3(1), ep2302.
Papadakis, S., & Kalogiannakis, M. (Eds.). (2022). STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0568-1
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles. Education Sciences, 11(5), 204.
Papagiannopoulou, T., Vaiopoulou, J., & Stamovlasis, D. (2023). Teachers’ Readiness to Implement STEM Education: Psychometric Properties of TRi-STEM Scale and Measurement Invariance across Individual Characteristics of Greek In-Service Teachers. Education Sciences, 13(3), 299. https://doi.org/10.3390/educsci13030299
Park, H., Byun, S., Sim, J., Han, H.-S., & Baek, Y. S. (2016). Teachers’ Perceptions and Practices of STEAM Education in South Korea. EURASIA Journal of Mathematics, Science and Technology Education, 12(7). https://doi.org/10.12973/eurasia.2016.1531a
Park, M.-H., Dimitrov, D. M., Patterson, L. G., & Park, D.-Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291. https://doi.org/10.1177/1476718X15614040
Pendergast, E., Lieberman-Betz, R. G., & Vail, C. O. (2017). Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children. Early Childhood Education Journal, 45(1), 43–52. https://doi.org/10.1007/s10643-015-0761-y
Piaget, J. (1952). The origins of intelligence in children. W W Norton & Co.
Rasul, M. S., Jalaludin, N. A., & Azidawati. (2020). Impact of integrated STEM on knowledge and self-efficacy based on teachers’ experience. Journal of Physics: Conference Series, 1460(1), 012108. https://doi.org/10.1088/1742-6596/1460/1/012108
Razali, K. S., & Rahman, M. N. A. (2021). Teacher ’ s Readiness Implementing STEM Education in Kindergarten from Aspect of Knowledge. Journal of Contemporary Social Science and Educational Studies Volume, 1(2), 121–128.
Rhodes, L., & Bellamy, T. (1999). Choices and Consequences in the Renewal of Teacher Education. Journal of Teacher Education, 50(1), 17–26. https://doi.org/10.1177/002248719905000103
Sharapan, H. (2012). From STEM to STEAM how early childhood educators can apply fred rogers’ approach. YC Young Children, 67(1), 36–40. Retrieved February 12, 2023 from
Shu, K. (2022). Teachers’ Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.850204
Simoncini, K., & Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5
Sithole, A., Chiyaka, E. T., McCarthy, P., Mupinga, D. M., Bucklein, B. K., & Kibirige, J. (2017). Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges. Higher Education Studies, 7(1), 46. https://doi.org/10.5539/hes.v7n1p46
Skaik, Y. (2015). The bread and butter of statistical analysis “t-test”: Uses and misuses. In Pakistan Journal of Medical Sciences (Vol. 31, Issue 6, pp. 1558–1559). Professional Medical Publications. https://doi.org/10.12669/pjms.316.8984
Spyropoulou, C., Wallace, M., Vassilakis, C., & Poulopoulos, V. (2020). Examining the use of STEAM Education in Preschool Education. European Journal of Engineering Research and Science.
Sujarwanto, E., Madlazim, & Ibrahim, M. (2019). Attitude, Knowledge, and Application of STEM Owned by Science Teachers. Journal of Physics: Conference Series, 1417(1), 012096.
Texley, J., & Ruud, R. M. (2018). Teaching STEM literacy: a constructivist approach for ages 3 to 8. In Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis.
Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and Teacher Education, 71, 190–205. https://doi.org/10.1016/j.tate.2017.12.014
Timur, B. (2012). Determination of factors affecting preschool teacher candidates’ attitudes towards science teaching. Kuram ve Uygulamada Egitim Bilimleri, 12 (SUPPL. 4), 2997–3009. Retrieved January 9, 2023 from https://files.eric.ed.gov/fulltext/EJ1002995.pdf
Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Vygotsky, L. S. (2012). Thought and Language, revised and expanded edition (A. Kozulin (ed.)). The MIT Press. ISBN: 9780262517713
Wahono, B., & Chang, C.-Y. (2019). Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education. Sustainability, 11(4), 950. https://doi.org/10.3390/su11040950
Waite-Stupiansky S. & Cohen L. (2020). Stem in early childhood education : how science technology engineering and mathematics strengthen learning. Routledge. ISBN:9781138319837
Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM Education in Early Childhood: A Review of Empirical Studies. Early Education and Development, 32(7), 940–962.
Kah Wei, W., & Mistima Maat, S. (2020). The Attitude of Primary School Teachers towards STEM Education. TEM Journal, 1243–1251. https://doi.org/10.18421/TEM93-53
Widya, Rifandi, R., & Laila Rahmi, Y. (2019). STEM education to fulfil the 21 st century demand: a literature review. Journal of Physics: Conference Series, 1317(1), 012208.
Yang, W., Wu, R., & Li, J. (2023). Development and validation of the STEM Teaching Self-efficacy Scale (STSS) for early childhood teachers. Current Psychology, 42(9), 7275–7283.
Yelland, N. (2021). STEM Learning Ecologies: Productive Partnerships Supporting Transitions from Preschool to School Growing a Generation of New Learners. In Embedding STEAM in Early Childhood Education and Care (pp. 237–260). Springer International Publishing. https://doi.org/10.1007/978-3-030-65624-9_12
Yildirim, B., & Sahin Topalcengiz, E. (2019). STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study. Journal of STEM Teacher Education. https://doi.org/10.30707/JSTE53.2Yildirim
Yildiz, E. P., Alkan, A., & Cengel, M. (2021). Teacher candidates attitudes towards the stem and sub-dimensions of stem. Cypriot Journal of Educational Sciences, 14(2), 322–344.
Zeeshan, K., Watanabe, C., & Neittaanmaki, P. (2021). Problem-solving skill development through STEM learning approaches. 2021 IEEE Frontiers in Education Conference (FIE), 1–8.
