The impact of STEM teaching model on Physics student teachers’ awareness and readiness

Zhaofeng, Zeng

QR Code Link :
Type :	Article
Subject :	Q Science
ISSN :	2289-7070 / e-ISSN 2462-2451
Main Author :	Zhaofeng, Zeng
Additional Authors :	Hongyu, Wei Xin, Li Siew, Wei Tho
Title :	The impact of STEM teaching model on Physics student teachers’ awareness and readiness
Hits :	0

Place of Production :	Tanjong Malim
Publisher :	UPSI Press
Year of Publication :	2025
Notes :	EDUCATUM JSMT Vol. 12 SPECIAL ISSUE (2025)
Corporate Name :	Perpustakaan Tuanku Bainun
PDF Full Text :	You have no permission to view this item.

Abstract : Perpustakaan Tuanku Bainun

This study used a pre-experimental research design with a quantitative survey. The study utilized the STEM teaching model developed in the previous study and implemented five STEM teaching practices for physics student teachers (PSTs) over two months. Descriptive and inferential statistical methods were used to analyse the data. The study showed that before the intervention study, PSTs had a low awareness of STEM education (mean = 2.525; standard deviation (SD) = 0.681) and a low level of readiness (mean = 2.786; SD = 0.718). After the experiment, both means increased significantly, reaching 3.83 (SD = 0.70) and 3.51 (SD = 0.91), respectively. Inferential statistics showed that there were significant changes in the STEM awareness and readiness of PSTs before and after the experiment (both p < .01;). The results of the Paired T-test showed Cohen's d of 0.912 and 0.558, respectively, which have a large and moderate effect. In summary, the STEM teaching model had a positive impact on the awareness and readiness of PSTs and provided an effective way to cultivate and improve the STEM capabilities of PSTs. Keywords STEM Education, student Teacher, STEM Teaching Model, STEM awareness, STEM readiness

References

Abdullah, N., Adnan, M., Ibharim, L. F., Hoe, T. W., Janan, D., Abdullah, J. M., ... & Abdul, A. S. (2018). Pembangunan Komik STEM Tahun Satu untuk matapelajaran Sains dan Matematik: Development a Year One STEM Comic for Science and Mathematics subjects. Jurnal Pendidikan Sains Dan Matematik Malaysia, 8(2), 86-96. https://doi.org/10.37134/jpsmm.vol8.2.8.2018

Chai, C. S., Jong, M. S. Y., & Yan, Z. M. (2020a). Surveying Chinese teachers’ technological pedagogical STEM knowledge: A pilot validation of STEM-TPACK survey. International Journal of Mobile Learning & Organisation, 11(2), 203-214. https://doi.org/10.1504/IJMLO.2020.106181

Chai, C. S., Rahmawati, Y., & Jong, M. S. Y. (2020b). Indonesian science, mathematics, and engineering preservice teachers’ experiences in STEM-TPACK design-based learning. Sustainability, 12(21), 9050. https://doi.org/10.3390/su1221905

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7(1), 1–17. https://doi.org/10. 1186/ s40594- 020- 00213-8

Mustafa, N. A., Shah, N. M., Hashim, N. W., & Desa, M. M. (2022). An overview of stem education and industry 4.0 for early childhood education in Malaysia. Journal of Positive School Psychology, 53-62.

Karakaya, F., & Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/4104

Yildirim, B., & Selvi, M. (2016). Examination of the effects of STEM education integrated as a part of science technology society and environment courses. Journal of human sciences, 13(3), 3684. https://doi.org/10.14687/jhs.v13i3.3876

Qin, W. (2007). STEM Strategies for U.S. Education in an Era of Globalization, Journal of World Education, 2007(10), 20.

STEM Education Research Centre of the Chinese Academy of Educational Sciences, (2019). Research Report on STEM Education in China, pp. 10-11. Retrieved from: https://zsy.hbut.edu.cn/__local/3/B3/5F/0003B0A2CFF3E3BDBCE55D81308_8354531D_296BDA.pdf

El-Deghaidy, H., & Mansour, N. (2015). Science Teachers’ Perceptions of STEM Education: Possibilities and Challenges. International Journal of Learning and Teaching, 1(1), 51-54. https://doi.org/10.18178/ijlt.1.1.51- 54

Hosman, N. J., Supian, F. L., Wei, T. S., Mohamad, S. A. M. S., Azmi, M. S. M., & Mohtar, L. E. (2022, July). Development of technology-embedded solar energy STEM (SESTEM) module among Universiti Pendidikan Sultan Idris (UPSI) diploma science students. In Journal of Physics: Conference Series (Vol. 2309, No. 1, p. 012076). IOP Publishing. https://doi.org/10.1088/1742-6596/2309/1/012076

Koehler, C., Binns, I. C., & Bloom, M. A. (2015). The emergence of STEM. In STEM road map (pp. 13-22). Routledge.

Abdullah, A. H., Hamzah, M. H., Hussin, R. H. S. R., Kohar, U. H. A., Abd Rahman, S. N. S., & Junaidi, J. (2017). Teachers’ readiness in implementing science, technology, engineering and mathematics (STEM) education from the cognitive, affective and behavioural aspects. In 2017 IEEE 6th international conference on

teaching, assessment, and learning for Engineering (TALE) (pp. 6-12). IEEE. https://doi.org/10.1109/TALE.2017.8252295

Bybee R W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers Association Press, p. 2.

Zeng, Z., Li, X., & Tho, S. W. (2024). The Application of Fuzzy Delphi Method for the Development of STEM Teaching Model, International Journal of Evaluation and Research in Education (IJERE). Advance online publication.

Cohen, L., Manion, L., & Morrison, K. (2017). Critical educational research. In Research methods in education (pp. 51-67). Routledge.

Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Los Angeles, CA: Sage.

Bakirci, H., & Karisan, D. (2018). Investigating the Preservice Primary School, Mathematics and ScienceTeachers’STEM Awareness. Journal of Education and Training Studies, 6(1), 32-42. https://eric.ed.gov/?id=EJ1163274

Hanifah, M., Najib, S. A. M., Norkhaidi, S. B., & Baharuddin, N. H. (2021). Construct validity of the knowledge and skills in a geography stem education instrument among prospective teachers: confirmatory factor analysis. Indonesian Journal of Geography, 53(3), 408-423. https://doi.org/10.22146/ijg.47486

Rusdin, N. M., Ali, S. R., & Masran, M. N. (2019, April). Primary school pupils’ perception on mathematics in context of 21st century learning activities and skills. In 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018) (pp. 148-154). Atlantis Press. https://doi.org/10.2991/upiupsi-18.2019.26

Ahonen, A. K., & Kinnunen, P. (2015). How do students value the importance of twenty-first century skills?. Scandinavian Journal of Educational Research, 59(4), 395-412. https://doi.org/10.1080/00313831.2014.904423

Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2020). Determinants of 21st-century skills and 21st-century digital skills for workers: A systematic literature review. Sage Open, 10(1), 2158244019900176. https://doi.org/10.1177/2158244019900176

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to search page