檔案整理者歐陽浚煥
提交日期16/09/2024
發佈日期4/2019
研究名稱Teachers’ Concerns about STEM Education: A Territory-wide Evaluation
調查、委託機構The Chinese University of Hong Kong
抽樣方法Non-random sampling
調查方法Online self-reported survey
訪問對象STEM teachers from primary and secondary schools in Hong Kong
樣本數量331
主要數字、結果撮要
~Teaching sector (Wilks’λ = 0.954, F(5, 325) = 3.143, p < 0.01) , subject areas (Wilks’ λ = 0.945, F(5, 325) = 3.782, p < 0.01) , and training experience (Wilks’ λ = 0.882, F(5, 325) = 8.724, p < 0.01) significantly affect teachers' concerns about STEM education.
~Teachers are uncertain about the value of STEM education by questioning the importance of STEM education and potential benefits of STEM education for students and society.
~Instructional support for STEM teachers is inadequate: the support of teaching and learning resources accounted for the highest number of narratives (45%), followed by instructional support (20%), professional development for teachers (18%), government support (12%), and STEM education conceptions (5%).
~Lack of teaching and learning resources for STEM education: teaching and learning platforms (46%), experience sharing (33%), and curriculum support (21%).
有關建議
~Develop personalized learning programs for STEM teachers.
~Create integrated STEM pedagogy.
~Provide sufficient instructional support.
~Supply adequate teaching and learning resources.
資料來源研究報告
關注課題教育
關鍵字STEM教育、教學資源、培訓課程