"Beyond an Acronym, STEM Is…": Perceptions of STEM

Autor/inn/en	Navy, Shannon L.; Kaya, Fatma; Boone, Brian; Brewster, Christine; Calvelage, Kelly; Ferdous, Tanzimul; Hood, Ebony; Sass, Laura; Zimmerman, Maggie
Titel	"Beyond an Acronym, STEM Is…": Perceptions of STEM
Quelle	In: School Science and Mathematics, 121 (2021) 1, S.36-45 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Navy, Shannon L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12442
Schlagwörter	STEM Education; Informal Education; Preservice Teachers; Teacher Educators; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Educational Attitudes; Value Judgment; Science Careers; Alignment (Education); Professional Personnel + Suchen Sie Ihr Suchwort? STEM; Informelle Bildung; Nichtformale Bildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Werturteil; Personalbestand
Abstract	Although STEM is at the forefront of many educational initiatives, little is known about various professionals' perceptions of STEM. This mixed-methods study surveyed 164 preservice teachers, inservice teachers, administrators, informal educators, and STEM professionals. Quantitative and qualitative questions on the survey elicited participants' perceptions of STEM, STEM support, and STEM careers. Quantitative analysis revealed that profession influenced understandings of STEM, importance of STEM, support for STEM, and perceptions of STEM career opportunities. Qualitative analysis provided rich explanations for the differences in perceptions among professions. This study suggests that science teacher educators need to ensure preservice teachers have understandings of STEM and STEM careers, K-16 educators need to emphasize the current importance of STEM, and administrators and policymakers need to align visions of STEM with curriculum and pacing guides so teachers feel supported in their STEM endeavors. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01