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The influence of teachers' attitudes and school context on instructional practices in integrated STEM education

Journal Contribution - Journal Article

This paper uses structural equation modelling (SEM) to examine the influence of teachers' attitudes and school context on reported instructional practices in integrated STEM (Science, Technology, Engineering and Mathematics). Instead of using an overall measure for integrated STEM, five specific characteristics (integration, problem-centered, inquiry-based, design-based, and cooperative learning) are examined to get a more in-depth and nuanced insight into the factors influencing implementation. For each STEM characteristic, teachers’ attitudes are positively linked with instructional practices Moreover, different aspects of school context influence instructional practices either directly or indirectly. Opportunities for ameliorating the implementation of integrated STEM are discussed.
Journal: Teaching and Teacher Education
ISSN: 0742-051X
Volume: 71
Pages: 190 - 205
Publication year:2018
BOF-keylabel:yes
IOF-keylabel:yes
BOF-publication weight:1
CSS-citation score:3
Authors from:Higher Education
Accessibility:Closed