@article{dbcbb6dfcbae4323b8a99a50c4136754,
title = "Measuring teachers' perceptions to sustain STEM education development",
abstract = "The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.",
keywords = "Education for sustainable development, STEM education, Teacher difficulties, Teacher education",
author = "{To Khuyen}, {Nguyen Thi} and {Van Bien}, Nguyen and Lin, {Pei Ling} and Jing Lin and Chang, {Chun Yen}",
note = "Funding Information: Funding: This research is supported in part by the Ministry of Science and Technology (MOST), Taiwan, R.O.C., under the grant number MOST 106-2511-S-003-050-MY3, “STEM for 2TV (Science, Technology, Engineering, and Mathematics for Taiwan, Thailand, and Vietnam): A Joint Adventure in Science Education Research and Practice; the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan; and National Taiwan Normal University Subsidy for Talent Promotion Program. Funding Information: This research is supported in part by the Ministry of Science and Technology (MOST), Taiwan, R.O.C., under the grant number MOST 106-2511-S-003-050-MY3, {"}STEM for 2TV (Science, Technology, Engineering, and Mathematics for Taiwan, Thailand, and Vietnam): A Joint Adventure in Science Education Research and Practice; the {"}Institute for Research Excellence in Learning Sciences{"} of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan; and National Taiwan Normal University Subsidy for Talent Promotion Program. The authors would like to express their gratefulness to Terrence from the Science Education Center, NTNU, who helped in the English editing process. Publisher Copyright: {\textcopyright} 2020 by the authors.",
year = "2020",
month = feb,
day = "1",
doi = "10.3390/su12041531",
language = "English",
volume = "12",
journal = "Sustainability",
issn = "2071-1050",
publisher = "MDPI AG",
number = "4",
}
