"Beyond an acronym, STEM is...": Perceptions of STEM.
Title
"Beyond an acronym, STEM is...": Perceptions of STEM.
Creator
Navy SL;Kaya F;Boone B;Brewster C;Calvelage K;Ferdous T;Hood E;Sass L;Zimmerman M
Publisher
School Science & Mathematics
Date
2021
2021-01
Description
Although STEM is at the forefront of many educational initiatives, little is known about various professionals' perceptions of STEM. This mixed‐methods study surveyed 164 preservice teachers, inservice teachers, administrators, informal educators, and STEM professionals. Quantitative and qualitative questions on the survey elicited participants' perceptions of STEM, STEM support, and STEM careers. Quantitative analysis revealed that profession influenced understandings of STEM, importance of STEM, support for STEM, and perceptions of STEM career opportunities. Qualitative analysis provided rich explanations for the differences in perceptions among professions. This study suggests that science teacher educators need to ensure preservice teachers have understandings of STEM and STEM careers, K‐16 educators need to emphasize the current importance of STEM, and administrators and policymakers need to align visions of STEM with curriculum and pacing guides so teachers feel supported in their STEM endeavors. [ABSTRACT FROM AUTHOR]
Subject
administrators; informal educators; STEM careers; STEM perceptions; STEM professionals; teacher education
Identifier
Format
journalArticle
URL Address
Search for Full-text
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Rights
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Pages
36-45
Issue
1
Volume
121
ISSN
366803
Update Year & Number
February 2021 List
Citation
Navy SL;Kaya F;Boone B;Brewster C;Calvelage K;Ferdous T;Hood E;Sass L;Zimmerman M, “"Beyond an acronym, STEM is...": Perceptions of STEM.,” NEOMED Bibliography Database, accessed March 29, 2024, https://neomed.omeka.net/items/show/11582.