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Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base

机译：了解基于他们信仰和知识库的中国教师对教学实践的内在挑战

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Background China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital role in the success of any STEM program in K-12 schools. However, teachers are facing instructional challenges because of the interdisciplinary nature of the STEM curriculum and the current typical school structure. The success of the STEM programs depends on teachers’ beliefs and their knowledge in adapting to instructional implementation of STEM concepts. Results The data ( n = 216) was collected from STEM primary and secondary teachers from 25 provinces in mainland China. Exploratory factor analysis (EFA) was applied, and Pearson’s correlation analysis was used to examine the correlation between Chinese STEM teachers’ beliefs, knowledge, implementation, and the intrinsic challenges of STEM education; t tests and analysis of variance (ANOVA) were performed to ascertain whether there were differences. The structural equation model (SEM) was applied to identify interrelationships. The results indicated that Chinese STEM teachers encounter higher-level intrinsic challenges to instructional implementations based on their beliefs and knowledge. Teachers who utilize their experience of teaching science as their main discipline and then attempt to integrate STEM using mathematics and engineering are likely to encounter higher-level intrinsic challenges in implementation. Conclusion The intrinsic challenges perceived by Chinese teachers in the practice of STEM education can be predicted by their beliefs and knowledge base. Teachers who understand the nature and pedagogy of STEM education are more likely to encounter lower-level intrinsic challenges of STEM teaching, while teachers who utilize their main discipline when conducting integrated STEM learning activities through modeling based on science, technology, engineering, and mathematical problem situations are more likely to encounter higher-level intrinsic challenges. This study also reveals that there are some significant differences in the level of STEM teachers’ beliefs, knowledge base, instructional practice, and their intrinsic challenges based on their teaching grade, seniority, and experience of STEM training and teaching.
机译：背景中国有伟大的学生参与词干教育。中国社会对茎的逐步和积极的态度，因为它被认为为生活提供更多机会。教师在K-12学校的任何词干计划的成功中发挥着重要作用。然而，由于茎课程的跨学科性质和当前的典型学校结构，教师正面临教学挑战。词干方案的成功取决于教师的信仰及其在适应茎概念的教学实施方面的信仰。结果数据（n = 216）从中国大陆的25个省份的茎原中和中学教师收集。应用探索性因子分析（EFA），利用Pearson的相关性分析来研究中国人干教师信仰，知识，实施与茎教育内在挑战的相关性;进行测试和方差分析（ANOVA）以确定是否存在差异。应用结构方程模型（SEM）以识别相互关系。结果表明，基于信仰和知识，中国词干教师对教学实施的更高级别的内在挑战。利用他们教学科学经验作为主要纪律的教师，然后尝试使用数学和工程整合词干，可能会遇到实施的更高层次的内在挑战。结论，中国教师在茎教育实践中所感受的内在挑战可以通过他们的信念和知识库预测。了解Stek教育的性质和教育学的教师更有可能遇到Stew教学的较低层面挑战，而在通过基于科学，技术，工程和数学问题的建模开展综合阀杆学习活动时使用主要纪律的教师情况更有可能遇到更高级别的内在挑战。本研究还揭示了茎教师信仰，知识库，教学实践水平存在一些显着差异，基于他们的教学等级，资历和干预教学经验。

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