STEM integration in primary school: A study of Hong Kong teachers’ conceptions and concerns

STEM integration in primary school: A study of Hong Kong teachers’ conceptions and concerns

• Chen, Yu University of Macau
• So, Wing Mui Winnie The Education University of Hong Kong

Research in Integrated STEM Education, 1(1), 60-88, 2023

Koninklijke Brill NV

2023

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• G 課程與教學:個別教學範疇
  • GD 科學及科技
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Integrated STEM Education Primary Schools Stages of Concern Theory Teachers’ Perceptions and Concerns

• Hong Kong

• 1997.7 onwards

• 小學教育

• View Full Text 全文連結

This study investigated 14 Hong Kong primary school teachers’ conceptions of and concerns about the implementation of integrated STEM education in primary school. Data were collected through concept maps and interviews with the teachers. Results revealed that in addition to representing STEM as simplistic models (e.g., STEM as an acronym), the teachers mostly seemed to model STEM integration conceptually using integrated disciplines, science as context, or real-world problem solving as context. Not many teachers were found to represent STEM using engineering design progress as context. Results also indicated that the teachers expressed intense concerns regarding personal inadequacy of STEM knowledge or skills (personal), student outcomes of STEM education (consequence), and limited instructional time (management). This study suggested providing sustained teacher professional development, creating supportive school environments, and building a collaborative STEM community as strategies to facilitate changes in teachers’ concerns and to advance STEM implementation in primary schools. Copyright © 2022 Koninklijke Brill NV, Leiden.

• 英文

期刊論文

• 27726665

• 10.1163/27726673-bja00006

https://bibliography.lib.eduhk.hk/tc/bibs/d678a7fb

2023-12-12