Mathematics Teachers' Beliefs on STEM Integration: Identification of the Dimensions

• In Event: Teacher Knowledge and Sense-Making in Mathematics and Integrated STEM

Abstract

The purpose of this study is to examine teachers’ beliefs about integration of STEM (Science Technology Engineering and Mathematics) approaches in grades 6-12 mathematics classes. First, an extensive review of literature was conducted to develop a valid and reliable scale regarding teachers’ beliefs about integration of STEM. Then a Likert type survey was created and content validity were assessed. Finally, confirmatory factor analysis was conducted with the data collected from mathematics teachers and results confirmed that items were distributed under 5 major factors. Findings uncovered important aspects of teachers’ beliefs and concerns when it comes to implementing STEM which should be taken into consideration by educational authorities in district, state and national levels as well as by teacher education institutions.

Authors

• ONDER KOKLU, Florida Gulf Coast University

• Peter Phan, Florida Gulf Coast University