Document Type : Scientific - Research

Authors

1 معاون دبیرستان

2 Associate Professor in Curriculum Studies, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

Abstract

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.

Keywords

References
z Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015).
STEM eğitimi Türkiye Raporu. İstanbul: Scala Basım.
z Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering,
and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of
STEM Education: Innovations & Research, 12(5), 23-37.
z Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
z Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science Technology Engineering Mathematics.
Georgetown University Center on Education and the Workforce.
z Cinar, S., Pirasa, N., & Sadoglu, G. P. (2016). Views of science and mathematics pre-service teachers
regarding STEM. Universal Journal of Educational Research, 4(6), 1479-1487.
z Corlu, M. S. (2014). FeTeMM eğitimi makale çağrı mektubu. Turkish Journal of Education, 3(1), 4-10.
z Drew, D. E. (2011). STEM the tide: Reforming science, technology, engineering, and math education
in America. JHU Press.
z Friday Institute for Educational Innovation (2012). Student attitudes toward STEM survey - upper elementary
school student. Raleigh, NC: Author.
z Israel, M., Maynard, K., & Williamson, P. (2013). Promoting literacy-embedded, authentic STEM
instruction for students with disabilities and other struggling learners. Teaching Exceptional Children,
45(4), 18-25.
z Kennedy, M. M., Ahn, S., & Choi, J. (2008). The value added by teacher education. Handbook of Research
on Teacher Education, 3, 1249-1273.
z Khosrogerdi, A., Hassani Sabzevar, M., & Ghazizadeh Alamdari, H. (2016). Integrating science, technology,
engineering and mathematics in education. Third National Conference on New Approaches in
Education and Research. Mahmoudabad Technical and Vocational University, December 1 and 2, 2016
[in Persian].Lichtenberger, E., & George-Jackson, C. (2013). Predicting high school students’ interest in majoring in
a STEM field: Insight into high school students’ postsecondary plans. Journal of Career and Technical
Education, 28(1), 19-38.
z Mahmoodi, F., & Mola, S. (2016). Assessing the attainment of 21st century basic skills by engineering
students of Tabriz University. Iranian Journal of Engineering Education, 18(69), 19-38. doi: 10.22047/
ijee.2016.14757 [in Persian].
z Meng, C., Idris, N., Leong, K. E., & Daud, M. (2013). Secondary school assessment practices in Science,
Technology and Mathematics (STEM) related subjects.
z Chew, C.M., Idris, N., Leong, K.E. & Daud, M.F. (2013). Secondary school assessment practices in science,
technology and mathematics (STEM) related subjects. Journal of Mathematics Education, 6(2),
58-69.
z Motahhari Nejad, H. (2015). Integrated curriculum as the today need of engineering education (Creating
the KNOW/DO/BE bridge). Iranian Journal of Engineering Education, 17(66), 17-38. doi: 10.22047/
ijee.2015.8008 [in Persian].
z Pang, J., & Good, R. (2000). A review of the integration of science and mathematics: Implications for
further research. School Science and Mathematics, 100(2), 73-82.
z Salas-Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management
& E-Learning: An International Journal, 5(1), 10-24.
z Sanders, M. (2009). Integrative STEM education: rimer. The Technology Teacher, 68(4), 20-26.
z Unfried, A., Faber, M., Stanhope, D. S., & Wiebe, E. (2015). The development and validation of a
measure of student attitudes toward science, technology, engineering, and math (S-STEM). Journal of
Psychoeducational Assessment, 33(7), 622-639.
z Yamak, H., Bulut, N., & Dündar, S. (2014). Sınıf öğrencilerinin bilimsel süreç becerileri ile fene karşı
tutumlarına FeTeMM etkinliklerinin etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(2),
249-265.