This study aimed to determine the level of awareness of K-12 teachers towards science, technology, engineering, and mathematics education with an end view of developing an open online course. Descriptive research design was employed through the use of online survey questionnaire. The respondents of this study were composed of 77 conveniently available teachers from 15 public schools in San Andres District, San Andres Quezon. The gathered data was analyzed and interpreted using graphs and tables supported by the use of statistical treatment; frequency count and percentage; and Pearson correlation coefficient (Pearson r). The time frame of this study was from April 2021 to October 2021. This action research is vital in educating teachers about quality STEM Education amidst the global pandemic.
Table of Contents
1. Introduction
2. Research Questions
3. Hypothesis
4. Scope and Limitation
5. Methodology
5.1 Locale of the Study
5.2 Research Design
5.3 Research Instrumentation
5.4 Data Gathering Procedure
5.5 Statistical Treatment
6. Results and Discussions
7. Conclusions
8. Recommendations
Research Objectives and Key Topics
The primary goal of this research is to evaluate the K-12 teachers' current level of awareness regarding Science, Technology, Engineering, and Mathematics Education (STEME) in the San Andres District, to identify existing gaps in their knowledge, and to develop an Open Online Course as a supportive tool for educational enhancement.
- Assessment of teacher awareness regarding STEM core competencies and instructional design.
- Evaluation of the correlation between teacher demographic profiles and STEM awareness.
- Development of a specialized Open Online Course for professional teacher development.
- Validation of the online course's acceptability in terms of instructional objectives, content, and significance.
- Identifying strategies to rebrand and strengthen STEM education implementation at the local school level.
Excerpt from the Book
INTRODUCTION
Science, Technology, Engineering and Mathematics Education (STEME) is an essential building block of national development and productivity, commercial competitiveness and societal wellbeing. In this regard, strong STEME requires expert teachers in delivering interdisciplinary and applied approach in the four specific discipline - science, technology, engineering and mathematics. According to Barack (2018), alignment in teaching practices across all disciplines is one way to bring more high-quality STEM learning to students, thus, supporting teachers with professional development as well as raising awareness in STEME program is indeed necessary, so, they can master the 21st century skills their students need for nation building.
In a country report prepared by Victorino (2019) for Regional STEM Symposium 2019, she claimed that one of the perceived obstacle of the Department of Education towards STEM education are lack of competent faculty and teacher capacity building. On the other hand, a journal entitled “Science and Technology and the K-12 Education Program” by Advocates of Science and Technology for the People (AGHAM) suggest other impediments to STEME which are inadequate science curriculum and shortage of STEM facilities. These observations prevent the education department in creating a strong scientific culture for teaching and learning.
Summary of Chapters
1. Introduction: This chapter highlights the critical importance of STEM education for national development and identifies key challenges, such as the lack of trained faculty and adequate facilities, prompting the need for this research.
2. Research Questions: This section delineates the specific inquiries regarding teacher demographics, their current awareness levels in STEM competencies, and the acceptability of the proposed online course.
3. Hypothesis: This chapter outlines the null hypothesis, asserting that there is no significant relationship between teacher demographic profiles and their STEM awareness levels.
4. Scope and Limitation: This section defines the study population, comprising 77 teachers from 15 public schools, and specifies the research timeframe from April 2021 to October 2021.
5. Methodology: This chapter details the descriptive research design, the survey instrumentation used for data collection, the procedural approval process, and the statistical methods, including Pearson r, used for analysis.
6. Results and Discussions: This comprehensive section presents the data gathered from the teacher surveys, analyzing demographic distributions and evaluating the respondents' level of awareness in competencies, design, and implementation.
7. Conclusions: This chapter synthesizes findings to confirm that while teachers are moderately aware of STEM concepts, there is a clear necessity for the developed Open Online Course to improve their skill sets.
8. Recommendations: This concluding section suggests practical steps for schools to adopt the online course, perform curriculum reviews, and encourages further research with larger sample sizes.
Keywords
Science, Technology, Engineering and Mathematics Education, STEME, Open Online Course, Science Education Program, K-12 Teachers, Teacher Awareness, Descriptive Research, STEM Framework, Professional Development, Instructional Design, Educational Significance, Curriculum Rebranding, Student Assessment, STEM Competencies.
Frequently Asked Questions
What is the core focus of this research study?
The study primarily investigates the baseline level of awareness that K-12 teachers possess regarding STEM education and aim to address identified gaps by creating an open-access online training curriculum.
Which thematic areas does the research analyze?
The research evaluates awareness across three key pillars: core STEM competencies, instructional design, and program implementation strategies.
What is the central research question guiding the study?
The study seeks to determine the level of STEM awareness among teachers in the San Andres District and to assess the acceptability of a self-developed Open Online Course designed to enhance their pedagogical knowledge.
What scientific methodology was utilized?
The researchers utilized a descriptive research design, gathering quantitative data through online survey questionnaires and analyzing it using statistical tools like Pearson correlation coefficients.
What topics are covered in the main body of the work?
The main body details the demographic composition of the survey respondents, provides a rigorous analysis of their awareness scores via Likert scales, and presents the validation results of the proposed STEM training course.
How are the results of the research summarized in terms of their keywords?
The research is characterized by terms such as STEME, Open Online Course, Pedagogical Knowledge, Continuing Professional Development, and Curriculum Integration.
Does the teacher's profile significantly impact their level of awareness?
The findings indicate that teacher awareness is independent of their demographic variables, such as age, gender, rank, or length of service, suggesting a universal need for retooling across the teaching workforce.
What is the ultimate purpose of the Open Online Course developed by the researcher?
The course serves as an evidence-based tool for the Division of Quezon to rebrand and strengthen its STEM literacy, providing teachers with the practical skills needed to foster scientific inquiry in students.
- Arbeit zitieren
- Nino Crisolo (Autor:in), 2022, Level of Awareness of K-12 Teachers in Science, Technology, Engineering, and Mathematics Education, München, GRIN Verlag, https://www.grin.com/document/1254734
