Investigation And Research On STEM Literacy Of Teachers In Science

With the gradual strengthening of the trend of global integration and the promotion of various national policies,cultivating talents with STEM literacy and 21 st century skills has gradually become one of the national strategies.STEM education is an important direction of educational development.STEM literacy plays an important role in improving citizens’ scientific literacy.At the same time,it is also an important basis for the country to promote STEM education.Cultivating students’ STEM literacy requires teachers to have STEM literacy first.Therefore,cultivating teachers with STEM literacy has become one of the key contents.This study investigates the status quo of STEM literacy of science teachers in Shandong province by constructing a STEM literacy evaluation framework,so as to promote the professional development of teachers and provide reference for the cultivation of STEM teachers.Firstly,this study analyzed the development background and related policies of STEM education,combined with the literature on STEM education and STEM teachers at home and abroad,sorted out the research results on STEM teachers and STEM literacy,and defined the related concepts of teachers’ STEM literacy.Teachers’ STEM literacy emphasizes the basic quality of teachers engaged in teaching activities related to STEM education.Teachers with STEM literacy can choose corresponding teaching methods,integrate STEM curriculum resources and effectively implement STEM education activities in interdisciplinary teaching according to the understanding of STEM education value.Secondly,according to the requirements of relevant literature and various documents and policies on STEM teachers,a more reasonable evaluation system of teachers’ STEM literacy is preliminarily constructed.The evaluation system is empirically studied by using the expert survey method.After data inspection and correction,the evaluation index system of teachers’ STEM quality is finally determined,which consists of STEM cognition,STEM education understanding,STEM discipline basis,interdisciplinary practice STEM curriculum development and integration,STEM teaching implementation and evaluation are composed of 6 primary indicators,16 secondary indicators and 38 tertiary indicators.Finally,combined with the actual situation of teachers in science,the constructed teacher STEM literacy evaluation system is compiled into a questionnaire to investigate the STEM literacy of teachers in science,and then an interview outline is compiled on the basis of the questionnaire to further understand the specific situation of science teachers’ STEM teaching practice and the obstacles to the development of STEM teachers.Through the investigation and research,it is found that the STEM literacy of science teachers in Shandong Province is at the upper middle level and relatively stable.The average scores of the six dimensions of STEM literacy are almost the same,ranging from 3.7 to 3.9.The development is relatively balanced,but the basic score of STEM discipline is relatively low.It is necessary to strengthen the reserve of STEM discipline knowledge to support the implementation of STEM teaching;The gender and work location of science and technology teachers have significant differences in Teachers’ STEM literacy,while other demographic variables have no significant differences in Teachers’ overall STEM literacy;There is a significant positive correlation between the STEM literacy level of science teachers and their six dimensions,that is,the development of each dimension level will promote the development of teachers’ STEM literacy level,among which the most relevant dimension is the STEM discipline foundation;Most teachers have rich ways to understand and learn the relevant knowledge of STEM curriculum and have the awareness of developing and integrating STEM curriculum,but in the actual teaching,some teachers lack the actual development of STEM curriculum;Science teachers master a variety of teaching methods and technical means,and the technical means are mainly multimedia teaching;Teacher training is mainly offline training,which is properly combined with online training.Most of the STEM related training contents show the implementation of STEM in some units;At present,the development of STEM is not optimistic,and there are certain regional differences.It is considered that the primary factor hindering the development of STEM is the overall planning of the school.