SPREMNOST UČITELJA ZA IMPLEMENTACIJU STEM KONCEPTA OBRAZOVANJA

Uzdanica XX 2 (2023) (str. 181-195)

AUTOR(I) / AUTHOR(S): Aleksandra N. Filipović

E-ADRESA / E-MAIL: afilipovic258@gmail.com

Download Full Pdf   

DOI: 10.46793/Uzdanica20.2.181F

SAŽETAK / ABSTRACT:

U radu je ukazano na značaj spremnosti učitelja za primenu STEM koncepta, kao jedne od ključnih barijera za njegovu implementaciju. Potreba za dodat- nim profesionalnim angažovanjem učitelja oko upoznavanja samog koncepta radi ospo- sobljavanja učenika za kohezivno razumevanje sadržaja STEM disciplina i nivo kompe- tencija učitelja za kreiranje i korišćenje nastavnog materijala interdisciplinarnog STEM karakatera, neki su od elemenata koji naglašavaju važnost razmatranja problema difuzije STEM koncepta kao pedagoške inovacije. U cilju istraživanja nivoa sprem- nosti učitelja za implementaciju STEM koncepta obrazovanja u razrednoj nastavi na našim prostorima, sprovedeno je empirijsko istraživanje u okviru kojeg je izvršeno anketiranje 107 učitelja iz različitih krajeva Srbije. Stavovi učitelja ispitani su prethodno validiranom skalom stranih autora, koja je imala odlike petostepene Li- kertove skale stavova. Ispitali smo i prirodu veze kognitivne i afektivne spremno- sti učitelja i njihove samoefikasnosti sa sociodemografskim varijablama (pol, radni staž, početak profesionalnog angažovanja, godine rada u prosveti). Rezultati su po- kazali da učitelji pokazuju spremnost ka implementaciji ovog pristupa u nastavi i izražavaju visok stepen afektivne spremnosti, koja je u korelaciji sa nivoom njihove kognitivne spremnosti i nivoom samoefikasnosti.

KLJUČNE REČI / KEYWORDS:

STEM obrazovanje, implementacija STEM koncepta obrazovanja, kognitivna spremnost, afektivna spremnost, samoefikasnost učitelja.

LITERATURA / REFERENCES:

  • Abdulah i dr. (2017): A. H. Abdullah, M. H. Hamzah, R. H. S. R. Hussin, U. H. A. Kohar, S. N. S. A. Rahman, J. Junaidi, Teachers’ Readiness in Implementing Science, Technology, Engineering and Mathematics (STEM) Education from the Cognitive, Affec- tive and Behavioural Aspects, In: Proceedings of the 2017 IEEE 6th International Confer- ence on Teaching, Assessment, and Learning for Engineering (TALE), Hong Kong, China, 12–14, doi: http://doi.org/10.1109/TALE.2017.8252295.
  • Akaj, Avci (2022): B. Akçay, F. Avcı, Development of the STEM‒Pedagogical Content Knowledge Scale for Preservice Teachers: Validity and Reliability Study, Journal of Science Learning, 5(1), 79‒90, https://files.eric.ed.gov/fulltext/EJ1342849.pdf.
  • Amado, Karea (2022): N. Amado, S. Carreia, Teachers realising the role of STEM practices for the development of 21st century skills, Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen‒Bolzano, Italy.
  • Belbejz i dr. (2022): S. Belbase, B. Mainali, W. Kasemsukpipat, H. Tairab,    M. Gochoo, A. Jarrah, At the dawn of science, technology, engineering, arts, and math- ematics (STEAM) education: prospects, priorities, processes, and problems, International
  • Journal of Mathematical Education in Science and Technology, 53(11), 2919–2955, doi: https://doi.org/10.1080/0020739X.2021.1922943.
  • Bojs i dr. (2021): K. Boice, J. Jackson, M. Alemdar, A. Rao, S. Grossman,      M. Usselman, Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program, Education Science, 11(3), doi: https://doi.org/10.3390/educ-sci11030105.
  • Buš, Kuk (2019): S. Bush, K. Cook, Structuring STEAM Inquiries: Lessons Learned from Practice, STEAM Education ‒ Theory and Practice, Springer, 19–36.
  • Vlahović (2020): B. Vlahović, Predvođenje inovacija u školi, Beograd: Srp- ska akademija obrazovanja.
  • Videnović, Čaprić (2020): M. Videnović, G. Čaprić, PISA 2018: izveštaj za Republiku Srbiju, Beograd: Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije.
  • Geng, Jong, Čai (2019): J. Geng, M. S.-Y. Jong, C. S. Chai, Hong Kong Teach- ers’ Self-Efficacy and Concerns About STEM Education, The Asia‒Pacific Education Re- searcher 2019, 28, 35–45, doi: https://doi.org/10.1007/s40299-018-0414-1.
  • Gudnok, Pelek, Stordi (2014): K. Goodnough, Sh. Pelech, M. Stordy, Effective Professional Development in STEM Education: The Perceptions of Primary/Elementary Teachers, Teacher Education and Practice, 27(2/3).
  • Đerić i dr. (2020): I. Đerić, N. Gutvajn, S. Jošić, N. Ševa, Nacionalni izveštaj: TIMSS 2019 u Srbiji: pregled osnovnih nalaza, Beograd: Institut za pedagoška istraživanja;
  • Zi, Kumen (2016): M. Zee, H. M. Y. Koomen, Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research, Review of Educational Research, 86(4), 981‒1015, doi: https://doi.org/10.3102/0034654315626801;
  • Margot, Ketler (2019): K. C. Margot, T. Kettler, Teachers’ perception of STEM integration and education: a systematic literature review, International Journal of STEM Education, 6(2), doi: https://doi.org/10.1186/s40594-018-0151-2.
  • Palant (2017): J. Pallant, SPSS: priručnik za preživljavanje: postupni vodič kroz analizu podataka pomoću programa IBM SPSS, Beograd: Mikro knjiga;
  • Papajanopulu, Vajopulu, Stamovlasis (2023): T. Papagiannopoulou, J. Vaio- poulou, J. Stamovlasis, Teachers’ Readiness to Implement STEM Education: Psychometric Properties of Tri-STEM Scale and Measurement Invariance across Individual Character- istics of Greek In-Service Teachers, Education Science, 13, doi: https://doi.org/10.3390/educsci13030299.
  • Stolman, Mur, Roerig (2012): M. Stohlmann, T. J. Moore, G. H. Roehrig, Consid- erations for Teaching Integrated STEM Education, Journal of Pre-College Engineering Ed- ucation Research (J-PEER), 2(1), Article 4, doi: https://doi.org/10.5703/1288284314653; Straud, Beins (2019): A. Stroud, L. Baines, Inquiry, Investigative Processes, Art,
  • and Writing in STEAM, STEAM Education ‒ Theory and Practice, Springer, 1–18.
  • Topalska (2021): R. Topalska, STEAM Education in the View of the Bulgarian Teacher, TEM Journal, 10(4), 1822‒1827, doi: https://doi.org/10.18421/TEM104-45.
  • Toto, Julisma, Amam (2021): T. Toto, L. Yulisma, A. Amam, Improving teachers’ understanding and readiness in implementing STEM through science learning simulation, Jurnal Pendidikan IPA Indonesia, 10(2), doi: https://doi.org/10.15294/jpii.v10i2.27509.
  • Hoi (2021): H. Hoi, Applying STEAM Teaching Method to Primary Schools to Improve the Quality of Teaching and Learning for Children, International Journal of Early Childhood Special Education (INT‒JECSE), 13(2), 1051–1055;
  • Cekić-Jovanović, Gajić (2022): O. Cekić-Jovanović, N. Gajić, Attitudes of pri- mary school teachers about the importance, place and role of modern technology and math- ematics in STEAM education, Uzdanica, XIX/2, 183‒197, doi: https://doi.org/10.46793/Uzdanica19.S.183CJ.

sotverski alatijelen

avlovic@iee

t.org