Open Access Peer-reviewed Research Article

Teachers' attitudes towards S.T.E.M. in secondary education

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Submitted   May 16, 2022
Published   Jul 5, 2022
Issue    Vol 2 No 2 (2022)
DOI   10.25082/AMLER.2022.02.007

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Maria Kalliontzi corresponding author
Department of Preschool Education, University of Crete, Crete, Greece

Abstract

The primary purpose of this study was to examine the level of secondary education teachers' attitudes towards implementing S.T.E.M. in the classroom. Moreover, previous relative research studies' findings were reviewed to assist in the analysis of the current study. The main instrument of the study was a questionnaire containing 18 items using a 5-point Likert scale administered to 121 K-12 school teachers. Descriptive, independent t-tests and ANOVA analyses were applied to analyze the research findings. The results showed a highly positive attitude towards S.T.E.M. education. Nevertheless, teachers seem concerned about implementing the framework in the classroom and appear willing to participate in relative seminars. Overall, this study's findings comply with the findings of the international literature and are expected to raise awareness among the relevant departments of the Hellenic Ministry of Education and Religious Affairs.

Keywords
S.T.E.M., teachers' attitudes, secondary education, software application

Article Details

How to Cite
Kalliontzi, M. (2022). Teachers’ attitudes towards S.T.E.M. in secondary education. Advances in Mobile Learning Educational Research, 2(2), 389-400. https://doi.org/10.25082/AMLER.2022.02.007
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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