An Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge

Authors

Pramudya Dwi Aristya Putra , Nur Ahmad , Sri Wahyuni , Erlia Narulita

DOI:

10.29303/jppipa.v7iSpecialIssue.877

Published:

2021-12-11

Issue:

Vol. 7 No. SpecialIssue (2021): December

Keywords:

factors on STEM education, STEM, Self-efficacy, and content knowledge

Review

Downloads

How to Cite

Putra, P. D. A., Ahmad, N., Wahyuni, S., & Narulita, E. . (2021). An Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge . Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 225–230. https://doi.org/10.29303/jppipa.v7iSpecialIssue.877
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught

References

Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety Research, 1(2), 77–98. https://doi.org/10.1080/10615808808248222

Bandura, A. (1999). Social cognitive theory of personality. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of personality (Vol. 2, pp. 154–196). L a w r e n c e E r l b u m A s s o c i a t e s.

Bybee, R. W. (2013). The Case for STEM Education Challenges and Opportunities. NSTA Press.

Byrne, B. M. (2012). Structural equation modeling with Mplus : basic concepts, applications, and programming. In Multivariate applications series. Routledge.

DeCoito, I., & Myszkal, P. (2018). Connecting Science Instruction and Teachers’ Self-Efficacy and Beliefs in STEM Education. Journal of Science Teacher Education, 29(6), 485–503. https://doi.org/10.1080/1046560X.2018.1473748

Erdogan, I., & Ciftci, A. (2017). Investigating the Views of Pre-Service Science Teachers on STEM Education Practices. International Journal of Environmental and Science Education, 12(5), 1055–1065.

Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. Friedrichsen, & L. John (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (Teaching a, pp. 20–42). Routledge.

Guskey, T. R., & Passaro, P. D. (1994). Teacher Efficacy: A Study of Construct Dimensions. American Educational Research Journal, 31(3), 627–643. https://doi.org/10.3102/00028312031003627

Hammack, R., & Ivey, T. (2017). Examining Elementary Teachers’ Engineering Self-Efficacy and Engineering Teacher Efficacy. School Science and Mathematics, 117(1–2), 52–62. https://doi.org/10.1111/ssm.12205

Johnson, C. C. (2013). Conceptualizing Integrated STEM Education. School Science and Mathematics, 113(8), 367–368. https://doi.org/10.1111/ssm.12043

Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. In LISREL 8: Structural equation modeling with the SIMPLIS command language. Lawrence Erlbaum Associates, Inc. Retrieved from. https://psycnet.apa.org/record/1993-97878-000

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1). https://doi.org/10.1186/s40594-016-0046-z

MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989X.1.2.130

McFadden, J., & Roehrig, G. (2019). Engineering design in the elementary science classroom: supporting student discourse during an engineering design challenge. In International Journal of Technology and Design Education 29(2). Springer Netherlands. https://doi.org/10.1007/s10798-018-9444-5

Mueller, R. O. (1999). Basic principles of structural equation modeling: An introduction to LISREL and EQS. Springer Science & Business Media. Retrieved from. https://link.springer.com/book/10.1007/978-1-4612-3974-1

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students’ critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1),54–65. https://doi.org/10.15294/jpii.v7i1.10495

NRC. (2012). STEM Integration in K-12: Status, prospects, and an agenda for research engineering. The National Academic Press.

Palmer, D., Dixon, J., & Archer, J. (2015). Changes in science teaching self-efficacy among primary teacher education students. Australian Journal of Teacher Education, 40(12), 26–40. https://doi.org/10.14221/ajte.2015v40n12.3

Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 1–7. https://doi.org/10.1016/j.kjss.2018.07.017

Putra, P. D. A., & Kumano, Y. (2018). Energy Learning Progression and STEM conceptualization among pre-service science teachers in Japan and Indonesia. New Educational Review, 53(3), 153–162. https://doi.org/10.15804/tner.2018.53.3.13

Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/https://doi.org/10.1080/1046560X.2017.1356671

Rinke, C. R., Gladstone-Brown, W., Kinlaw, C. R., & Cappiello, J. (2016). Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers. School Science and Mathematics, 116(6), 300–309. https://doi.org/10.1111/ssm.12185

Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(1), 2. https://doi.org/10.1186/s40594-020-00259-8

Senler, B. (2016). Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control. Australian Journal of Education, 60(1), 26–41. https://doi.org/10.1177/0004944116629807

Stohlmann, M., Moore, T., & Roehrig, G. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research, 2(1), 28–34. https://doi.org/10.5703/1288284314653

Sulaeman, N. F., Putra, P. D. A., Mineta, I., Hakamada, H., Takahashi, M., Ide, Y., & Kumano, Y. (2021). Exploring Student Engagement in STEM Education through the Engineering Design Process. Jurnal Penelitian dan Pembelajaran IPA, 7(1), 1. https://doi.org/10.30870/jppi.v7i1.10455

Wojnowski, B. S., & Pea, C. H. (2014). Models and approaches to STEM professional development. NSTA Press.

Author Biography

Erlia Narulita, University of Jember

License

Copyright (c) 2021 Pramudya Dwi Aristya Putra, Nur Ahmad, Sri Wahyuni

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).