بررسی رابطه و مقایسه ابعاد میزان گرایش به علوم، فناوری، مهندسی و ریاضی با میزان مهارت‌های لازم برای قرن 21

نوع مقاله: مقاله علمی - پژوهشی

نویسندگان

1 آموزش و پرورش

2 دانشیار برنامه درسی، دانشکده علوم تربیتی و روان شناسی. تبریز، دانشگاه تبریز، تبریز، ایران.

10.22047/ijee.2020.222470.1732

چکیده

هدف پژوهش حاضر بررسی رابطه و مقایسه ابعاد میزان گرایش به علوم، فناوری، مهندسی و ریاضی با میزان مهارت‌های قرن21 بود. جامعه آماری پژوهش دانشجویان پردیس تربیت معلم علامه طباطبایی ارومیه بودند. نمونه‌گیری به‌صورت تصادفی طبقه‌ای انجام شد. ابزار گردآوری داده‌ها پرسشنامه میزان گرایش به علوم، فناوری، مهندسی و ریاضی و پرسشنامه میزان مهارت‌های لازم برای قرن 21 بود و روایی آن را متخصصان تأیید کردند. پایایی پرسشنامه‌ها با استفاده از آلفای کرونباخ به‌ترتیب برابر با 762/0 و 710/0 به‌دست آمد. برای تحلیل داده‌ها از آمار توصیفی و آزمون‌های آماری t تک نمونه‌ای، ضریب همبستگی پیرسون و تحلیل واریانس چندگانه در قالب نرم افزار SPSS26 استفاده شد. یافته‌ها نشان داد که میزان گرایش به ریاضی و علوم دانشجومعلمان در سطح متوسط قرار دارد، اما گرایش آنها به طراحی و فناوری بالاتر از متوسط است. همچنین میزان مهارت‌های رهبری و مشارکت آنها در سطح متوسط و مهارت خودمدیریتی در سطح بالاتر از متوسط است. علاوه بر این، نتایج حاکی از وجود رابطه مثبت و معنادار بین برخی مؤلفه‌های میزان گرایش به STEM و میزان مهارت‌های قرن 21 در میان دانشجومعلمان است. مطابق نتایج آزمون تحلیل واریانس چندگانه، بین دانشجویان رشته‌های مختلف تربیت‌معلم در برخی مؤلفه‌های گرایش به STEM تفاوت معنادار وجود دارد.

کلیدواژه‌ها


عنوان مقاله [English]

INVESTIGATING THE RELATIONSHIP AND COMPARISON OF ATTITUDES TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS WITH 21ST CENTURY SKILLS

نویسندگان [English]

  • Sahar Baradaran 1
  • firooz mahmoodi 2
1 معاون دبیرستان
2 Associate Professor in Curriculum Studies, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
چکیده [English]

The purpose of the present study is to investigate the relationship between dimensions of attitudes towards science, technology, engineering and mathematics (STEM) with 21st century skills. The population of this study is student-teachers of Allameh Tabatabai Teacher Training University in Urmia. Stratified random sampling was used. The statistical population was 168 persons, and the sample size was 116 persons using Krejcie and Morgan table. The data collection tool is the science, technology, engineering and mathematics attitude scale and 21st century skills questionnaire, both designed by Friday Institute for Educational Innovation (2012) and validated by experts. The reliability of the questionnaires using Cronbach’s alpha was 0.762 and 0.710, respectively. Descriptive statistics and Pearson correlation coefficient, multiple variance analysis and SPSS 26 were used for data analysis. The findings of the study showed that the attitude of student-teacher to mathematics and science are at an average level, but their attitude to design and technology is higher than average. Also, the level of leadership and participation skills are at a moderate level and self-management skills are at a higher than average level. In addition, the results indicate a positive and significant relationship between some components of STEM attitudes and 21st century skills among student-teacher. Furthermore, according to the results of multiple variance analysis test, there is a significant difference between students in different disciplines in some components of STEM attitude.

کلیدواژه‌ها [English]

  • STEM Attitude
  • 21st century skills
  • student-teach
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