Perceptions of Mathematics and Sciences Teachers According to the Science, Technology, Society, and Environment (STSE) Approach and their Relation to Some Variables
Keywords:
Percetions, mathematics, science teachers, STEMAbstract
This study aimed to identify the perceptions of mathematics and sciences teachers according to science, technology, society, and environment (STSE). It also aimed to investigate any differences in their perceptions in relation to gender, specialization, educational stage, experience, and qualification. The sample was (172) mathematics and science teachers from both genders and from Ma'an governarate. A questionnaire with (18) items was distributed to the participants. The results showed that about two-thirds of the mathematics and science teachers have a realistic (positive) perception of the interactive relationship of the (STEM) approch, while the rest of the sample has acceptable perceptions. With regard to gender and specialization, the results also showed that the perceptions of female teachers of the interactive relationship exceeded the perceptions of their male teachers’ counterparts, and that the perceptions of science teachers were more positive than mathematics teachers. The teachers’ perceptions of the interactive relationship of the STSE approach in relation to education stage, experience, and qualification, the teachers who study the higher grades were better than those of their peers of the lower grades. Finally, no statistically significant differences due to the experience and qualification were found.
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