臺灣與印尼數學教師對數學為本的STEM教學之期望與價值：發展與效化評量工具

Teachers' purpose and task value of iSTEM integration affected their iSTEM teaching. In order to further identify the impact of teachers’ confidence and task value on teaching strategies, this study developed an instrument based on Expectancy-Value theory to explore teachers’ confidence in iSTEM education, the orientation towards the relationship between their major subjects and iSTEM education, task value, and integration approach. It also compared the similarities and differences in the orientations, task values, and integration approaches between Taiwanese and Indonesian teachers in implementing iSTEM teaching in their major subject course and alternative course. Responses from 318 Taiwanese teachers and 117 Indonesian teachers were collected through online questionnaire, and the results showed that the questionnaire had good reliability and validity. The findings of this study indicated that Taiwanese teachers could be categorized into diverse classes in terms of their orientations, task values, and integration approaches, whereas Indonesian teachers were only identified into two classes on each. iSTEM teaching experience and teachers’ major teaching subject didn’t affect the classes of Indonesian teachers, and most of them had confidence in both courses. In contrast, some classes for Taiwanese teachers would be influenced by their iSTEM experience and the major teaching subject, and there were two extremes of Taiwanese teachers’ confidence in teaching iSTEM. The association between the classes of task values and the classes of integration approaches is less than the association between the classes of orientations and the classes of integration approaches for both Taiwanese and Indonesian teachers. It implies that it is critical to investigate teachers’ orientation towards the relationship between their major subject for understanding teachers’ integration approaches.