Exploring Early Childhood Teachers’ Attitude, Knowledge, and Application of STEM Education
This study is aimed to reveal if there is a significant difference between the perceived attitude, knowledge, and application of STEM before and after a group of teachers of early childhood education joined a one-day opening seminar and professional development program, a two-month online class, and a one-day closing seminar. The researchers applied convenience sampling to select participants. Seventy-seven participants were selected. In addition, the pretest and post-test were conducted before and after the online professional development program. T-test and Pearson’s correlation were conducted to analyze the data obtained from the 4 point-Likert-scale questionnaire asking the teachers to reveal their attitudes, knowledge, and application of STEM education. The results show that the teachers’ perceived attitude before joining the professional development program is not statistically different from the one after joining the program (t (1,76) = 0.815, p > .05). However, there are statistically significant differences with regard to their knowledge (t (1,76) = 4.127, p < .05) and application (t (1,76) = 5.973, p < .05). Moreover, there is a significant positive correlation between attitude and knowledge, (r (75) = 0.43, p < .05) and application, (r (75) = 0.39, p < .05). The results also indicate that there is a significant positive correlation between knowledge and application, (r (75) = 0.74, p < .05).
Authors: Bergitta Dwi Annawati, Siti Mina Tamah, Cresensia Dina C. Kumala Dewi
Published in: Canada International Conference on Education, 2022
- Date of Conference: 21-23 June, 2022
- DOI: 10.20533/CICE.2022.0018
- Electronic ISBN: 978-1-913572-49-5
- Conference Location: Virtual (Mississauga, Canada)