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研究生: Mubarokah, Nadia
Mubarokah, Nadia
論文名稱: STEM Teaching Beliefs Analyses at Secondary Level: A Comparative Study between Indonesia and Taiwan
STEM Teaching Beliefs Analyses at Secondary Level: A Comparative Study between Indonesia and Taiwan
指導教授: 許瑛玿
Hsu, Ying-Shao
Arif Hidayat
Arif Hidayat
口試委員: 許瑛玿
Hsu, Ying-Shao
Arif Hidayat
Arif Hidayat
Ida Kaniawati
Ida Kaniawati
口試日期: 2023/06/13
學位類別: 碩士
Master
系所名稱: 科學教育研究所
Graduate Institute of Science Education
論文出版年: 2023
畢業學年度: 111
語文別: 英文
論文頁數: 198
英文關鍵詞: STEM learning, mixed-method, STEM teaching beliefs, comparative study
研究方法: 調查研究比較研究內容分析法半結構式訪談法Survey researchContent analysisComparative researchSemi-structured interviews
DOI URL: http://doi.org/10.6345/NTNU202300630
論文種類: 學術論文
相關次數: 點閱:239下載:14
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  • STEM learning effectiveness is related to teachers' pedagogy, shaped by their beliefs about STEM education and the required knowledge and skills to teach STEM. In Indonesia and Taiwan, official STEM integration guidelines are not yet established within the curriculum frameworks. This study aimed to investigate STEM teachers' teaching beliefs in Indonesia and Taiwan. The research methodology involved a mixed-method approach, which included administering STEM-TTBIQ, analyzing STEM lesson plans, and conducting teacher interviews. The results indicate significant differences in the teaching beliefs of Indonesian and Taiwanese teachers, with Indonesian teachers rating higher on all STEM teaching beliefs dimensions. Both groups of teachers emphasize 21st-century skills and STEM literacy as educational goals but differ in their use of discipline integration level and instructional design. Indonesian STEM lesson plans were multidisciplinary and incorporated project-based learning, while Taiwanese lesson plans were transdisciplinary and incorporated inquiry-based learning. Indonesian and Taiwanese teachers believed in the relevance of integrating STEM courses with other disciplines and the importance of hands-on activities in STEM instruction. However, their beliefs differed in areas such as the degree of cooperation and community participation in STEM instruction and technology usage in the classroom. Future studies may investigate how teachers' beliefs connect to student learning outcomes, informing the development of evidence-based teaching practices that align with teachers' beliefs and improve student learning processes and outcomes.

    ACKNOWLEDGEMENT i ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF FIGURES vii CHAPTER I INTRODUCTION 1 A. Background 1 B. Research Problem 5 C. Research Questions 5 D. Operational Definition 6 1. STEM Education 6 2. STEM Teaching Beliefs 7 E. Research Objectives 8 F. Research Benefit 8 CHAPTER II LITERATURE REVIEW 9 A. Integrated STEM Education 9 B. STEM Teaching Beliefs 13 C. STEM Education Goals 18 D. STEM Teaching Approaches 19 E. STEM Teaching Self-Efficacy and Commitments 20 CHAPTER III RESEARCH METHODOLOGY 24 A. Research Method and Design 24 B. Population and Sample 26 C. Research Instrument and Data Analysis 30 1. STEM-TTBIQ 30 2. Lesson Plans Analysis Protocol 34 3. Interview Protocols 37 CHAPTER IV RESULTS AND DISCUSSIONS 40 A. STEM Teachers’ Teaching Beliefs of Indonesian and Taiwanese Teachers 40 1. Teaching Approach 40 2. STEM Educational Goal 44 3. Teachers’ Self-efficacy in STEM Education 56 4. Teachers’ Commitment to STEM Education 67 B. The Differences in STEM Teaching Beliefs of Indonesian and Taiwanese Teachers 75 1. Twenty-first-century skills 76 2. STEM Literacy 77 3. Interdisciplinary problem-solving 78 4. Teachers’ self-efficacy as implementers of STEM learning 79 5. Teachers’ self-efficacy as designers of STEM learning 79 6. Teachers’ self-efficacy as disseminators of STEM learning 80 7. Teachers’ commitment as implementers of STEM learning 81 8. Teachers’ commitment as designers of STEM learning 81 9. Teachers’ commitment as disseminators of STEM learning 82 C. Indonesian and Taiwanese STEM teachers’ characteristics of STEM lesson plans and teaching beliefs about STEM 83 1. Teacher’s Understanding of STEM Education 92 2. Teacher’s Instructional Knowledge of STEM 103 3. STEM Teachers’ Readiness: Self-efficacy and Commitment 116 CHAPTER V CONCLUSION 127 REFERENCE 131 APPENDIX 151 Appendix A. STEM-TTBIQ 151 Appendix B. Translation of English STEM-TTBIQ into Indonesian 158 Appendix C. Lesson Plan Coding Scheme 179 Appendix D. Interview Coding Scheme 188

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