'Prospective Teachers' STEM Attitudes in Relation to Their Innovativeness and Lifelong Learning Levels

Autor/inn/en	Yalçin, Sema Altun; Çakir, Zehra
Titel	'Prospective Teachers' STEM Attitudes in Relation to Their Innovativeness and Lifelong Learning Levels
Quelle	In: Journal on School Educational Technology, 18 (2022) 2, S.17-28 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Preservice Teachers; STEM Education; Student Attitudes; Lifelong Learning; Teaching Styles; Innovation; Science Education; Preschool Education; Primary Education + Suchen Sie Ihr Suchwort? STEM; Schülerverhalten; Life-long learning; Lebenslanges Lernen; Lehrstil; Unterrichtsstil; Naturwissenschaftliche Bildung; Pre-school education; Vorschulerziehung; Primarbereich
Abstract	The aim of this research was to explore the correlation between prospective teachers' attitudes towards STEM education, their lifelong learning levels, and individual innovativeness. A relational screening model was used, and 190 prospective teachers participated in the study. The research found a positive correlation between STEM attitudes and lifelong learning levels, as well as a positive correlation between STEM attitudes and individual innovativeness levels. Additionally, the research explored whether there were differences in STEM attitudes, individual innovativeness, and lifelong learning levels based on gender and study department variables. Moreover, the research also found a positive significant correlation between the levels of individual innovativeness and lifelong learning. The results showed that the levels of lifelong learning and individual innovativeness are significant predictors of the STEM attitudes of the prospective teachers. Additionally, no significant difference was found between the STEM attitudes, individual innovativeness, and lifelong learning levels of prospective teachers based on their gender. However, a significant difference was found in favor of the prospective science teachers in terms of their lifelong learning and STEM attitudes, when compared to the pre-school and primary school prospective teachers, in terms of their study departments. But there was no difference in individual innovativeness levels between their study departments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01