The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes
Students are expected to have 21st century skills and be STEM literate for successful future careers. Teachers who will include teaching practices to develop these skills should have these competencies. Therefore, it is important how teachers perceive 21st century competencies and STEM education or...
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| Format: | Article |
| Language: | English |
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Seyit Ahmet Kıray
2024-04-01
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| Series: | Journal of Education in Science, Environment and Health |
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| Online Access: | https://jeseh.net/index.php/jeseh/article/view/611 |
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| author | Ugur Sari Esra Balkas-Yasar |
| author_facet | Ugur Sari Esra Balkas-Yasar |
| author_sort | Ugur Sari |
| collection | DOAJ |
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Students are expected to have 21st century skills and be STEM literate for successful future careers. Teachers who will include teaching practices to develop these skills should have these competencies. Therefore, it is important how teachers perceive 21st century competencies and STEM education or what kind of tendencies they have in this context. This study aims to examine science teachers’ self-efficacy perceptions towards 21st century skills and their STEM attitudes and to reveal the relationship between them. Fifty teachers working in a city in Turkey participated in the study in which the concurrent mixed methods research design was used. Scales of self-efficacy perceptions towards 21st century skills and STEM attitudes were used as data collection tools. Independent sample t-test, Mann Whitney U test (MWU), Kruskal Wallis-H test (KWH) and Spearman Correlation analysis were used in the analysis of the data. In the study, a significant and positive relationship was determined between teachers’ self-efficacy perceptions and their STEM attitudes. It was determined that teachers with self-efficacy perception had positive STEM attitudes. Qualitative data consisting of teachers’ opinions supports these findings. It was observed that while teachers’ gender and professional seniority did not make a difference in self-efficacy perceptions, STEM attitudes differed in favour of women according to gender, and there was no difference according to professional seniority.
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| format | Article |
| id | doaj-art-1cd65e7da25144a3ac5afa45e39a0978 |
| institution | Kabale University |
| issn | 2149-214X |
| language | English |
| publishDate | 2024-04-01 |
| publisher | Seyit Ahmet Kıray |
| record_format | Article |
| series | Journal of Education in Science, Environment and Health |
| spelling | doaj-art-1cd65e7da25144a3ac5afa45e39a09782025-02-03T22:06:41ZengSeyit Ahmet KırayJournal of Education in Science, Environment and Health2149-214X2024-04-0110210.55549/jeseh.611The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM AttitudesUgur Sari0https://orcid.org/0000-0002-3469-8959Esra Balkas-Yasar1https://orcid.org/0000-0001-9133-840XKırıkkale UniversityAhmet Sumer Secondary School Students are expected to have 21st century skills and be STEM literate for successful future careers. Teachers who will include teaching practices to develop these skills should have these competencies. Therefore, it is important how teachers perceive 21st century competencies and STEM education or what kind of tendencies they have in this context. This study aims to examine science teachers’ self-efficacy perceptions towards 21st century skills and their STEM attitudes and to reveal the relationship between them. Fifty teachers working in a city in Turkey participated in the study in which the concurrent mixed methods research design was used. Scales of self-efficacy perceptions towards 21st century skills and STEM attitudes were used as data collection tools. Independent sample t-test, Mann Whitney U test (MWU), Kruskal Wallis-H test (KWH) and Spearman Correlation analysis were used in the analysis of the data. In the study, a significant and positive relationship was determined between teachers’ self-efficacy perceptions and their STEM attitudes. It was determined that teachers with self-efficacy perception had positive STEM attitudes. Qualitative data consisting of teachers’ opinions supports these findings. It was observed that while teachers’ gender and professional seniority did not make a difference in self-efficacy perceptions, STEM attitudes differed in favour of women according to gender, and there was no difference according to professional seniority. https://jeseh.net/index.php/jeseh/article/view/611Science teachersSTEM attitudeSelf-efficacy perceptions towards 21st century skillsGenderProfessional seniority |
| spellingShingle | Ugur Sari Esra Balkas-Yasar The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes Journal of Education in Science, Environment and Health Science teachers STEM attitude Self-efficacy perceptions towards 21st century skills Gender Professional seniority |
| title | The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes |
| title_full | The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes |
| title_fullStr | The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes |
| title_full_unstemmed | The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes |
| title_short | The Relationship between Science Teachers’ Self-Efficacy Perceptions towards 21st Century Skills and their STEM Attitudes |
| title_sort | relationship between science teachers self efficacy perceptions towards 21st century skills and their stem attitudes |
| topic | Science teachers STEM attitude Self-efficacy perceptions towards 21st century skills Gender Professional seniority |
| url | https://jeseh.net/index.php/jeseh/article/view/611 |
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