Thay đổi nhận thức và niềm tin của giáo viên Toán trung học cơ sở về giáo dục STEM sau tập huấn: Một nghiên cứu khảo sát

Tóm tắt

In the context of the growing emphasis on STEM education, teachers’ beliefs and perceptions play a crucial role in its effective implementation. This study examines changes in the perceptions and beliefs of secondary mathematics teachers in Gia Lai following a blended STEM training program combining online and face-to-face instruction. Using a pretest-posttest research design, the study involved 171 teachers in the pre-training phase and 143 teachers in the posttraining phase. Data were collected through questionnaires focusing on teachers’ understanding of STEM education, its feasibility, and their beliefs about its impact on students. The quantitative findings indicate a noticeable improvement in teachers’ awareness of the nature of integrated education. In particular, descriptive statistical analysis revealed an increase in mean scores related to teachers’ beliefs in the feasibility of implementing STEM in mathematics teaching. However, t-test results showed that these changes did not reach strong statistical significance across all aspects. The study highlights positive changes in teachers’ perceptions and beliefs after the training program, while also emphasizing the need for continuous professional development programs and the establishment of STEM teacher communities to support teachers in applying these understandings to actual teaching practices.