Modeling Chinese Teachers' Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency.

Pei-Yi Lin, Ching Sing Chai, Weifeng Di, Xingwei Wang

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Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

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4 · The record

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5 · Who and what money

Authors and funding

4 authors.

Pei-Yi LinDepartment of Education and Learning Technology, National Tsing Hua University, Hsinchu, Taiwan.

Ching Sing ChaiDepartment of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China.

Weifeng DiKey Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China.

Xingwei WangCollege of Control Science and Engineering, China University of Petroleum, Qingdao, Shandong Province, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic. Teachers' efficacies for interdisciplinary communication and epistemic fluency have rarely been explored. In this study, we aimed to examine primary school, junior high school, and high school STEM teachers' (N = 483) efficacies for daily instruction, student engagement, interdisciplinary communication, epistemic fluency, and technological pedagogical engineering knowledge (TPEK) and designing integrated STEM instruction. An exploratory factor analysis (EFA) (

Indexed as

epistemic fluencyinterdisciplinary communicationscience technology engineering mathematics educationteacher efficacytechnological pedagogical content knowledge

Identifiers

PMID35719514

DOI10.3389/fpsyg.2022.908421

PMCPMC9202477

What OpenQuestion holds

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.