Home Economics Teachers’ Readiness for Teaching STEM TVET Conference 2015 Leonie Clarke, PhD Cynthia Perriel-Clarke, M.A. May, 2015.

Home Economics Teachers’ Readiness for Teaching STEMTVET Conference 2015

Leonie Clarke, PhDCynthia Perriel-Clarke, M.A.May, 2015

Definition of STEM Statement of problemResearch questionsLiterature ReviewMethodologyResultsConclusionRecommendationsReferences

Format of Presentation

STEM EDUCATION

STEM education is an area of study but it is also a way of teaching and learning that is project-based, collaborative, and focused on solving real-world problems (Turner, 2013)

STEM EDUCATION

The approach integrates the content and  skills of science, technology, engineering, and mathematics and emphasizes the application of knowledge to real-life situations.

STEM EDUCATION

Stem programmes educate the whole student, emphasizing innovation, problem solving, critical thinking, and creativity (Turner, 2013)

Statement of Problem

To discover current perceptions of in-service secondary school teachers of home economics regarding their readiness to implement the STEM methodology in their teaching

Research Questions

How do home economics teachers perceive their knowledge of STEM? (Do home economics teachers think they know about STEM)

How do teachers perceive the status of STEM in Jamaica and their individual schools?

Research Questions

How do teachers perceive their level of preparedness (knowledge of methodology) to deliver the STEM curriculum in their classrooms?

How do teachers perceive their competence to deliver the STEM curriculum in their classrooms?

Significance

Teachers’ understanding of the methodology of STEM instruction is essential for effective delivery of the curriculum

Curriculum planners’ knowledge of teachers’ readiness for delivery of the curriculum is essential for developing an action plan for teachers’ success

Literature ReviewThe present technologically driven workforce necessitates that individuals are able to solve real-world problems through the processes of investigation, data analysis, presentation of evidence-based reasoning, and communication of findings (Moon & Singer, 2012)

Literature Review Careers of the 21st Century require high school graduates and future professionals who can use higher-order thinking skills (analysis, synthesis, and evaluation of concepts), problem solve, and work effectively in a team (Shirley & Kholer, 2012).

These skills are core components of STEM education (Turner, 2013).

Literature Review Family and Consumer Sciences (FCS) programmes can respond to this demand through the identification of parallels between science, technology, engineering, and math (STEM) education and clothing and textiles curriculum (Shirley & Kholer, 2012). F&N and HM as well

Literature Review The teacher is responsible for designing innovative lessons based on student interests and real-world topics and becomes a guide, leading the students to high levels of learning (Schlechty, 2011)

… educators have the greatest impact on student achievement (TSIN, 2012).

Literature Review

49 % of high school students are bored with school every day, and 17% are bored with every class they take (Yazzie-Mintz, 2010).

Are teachers ready to engage?

Methodology

Survey among 90+ participants; teachers at the secondary education level in Jamaica (31 responded)

Participants were selected by convenience sampling

Data Collection

Questionnaires consisted of 41 items in 5 categories (inclusive of demographics)

Items were rated on a 5-point scale ranging from 0, indicating not applicable, to 5, indicating strong agreement with the statements

Data CollectionRespondents located their perception of

◦their knowledge of STEM (6 items), ◦the status of STEM in Jamaica (5 items), ◦their level of preparedness to deliver the STEM curriculum in their classrooms (5 items),

◦their competence in delivering the STEM curriculum (18 items), on the five point scale

DATA ANALYSISDescriptive statistics and simple graphic

analysis were used to analyze the data – mean and frequency distribution bar charts

Results

RESULTS

Results

Results

ResultsAttended Sensitization Session(s) and School

Selected to Pilot STEM Curriculum26% school selected to pilot curriculum 26% participants attended sensitization

session(s)38% of the participants whose schools are

pilot sites attended session(s)74% overall study participants did not attend

sensitization session(s)

Results

NA SD D A SA0

2

4

6

8

10

12

Teachers’ knowledge of STEM

Series1

Knowledge of STEM

I know what STEM means = 60%

I can explain concepts about STEM to my students = 30%

I am aware that STEM is a methodology = 57%

Results

NA SD D A SA0

2

4

6

8

10

12

14

Teachers’ perception of the status of STEM

Series1

Perception of Status of STEMMOE provides adequate information = 16%Resource persons are available to support

teaching STEM = 26%Teachers are required to use the STEM

curriculum = 19%Teachers are adequately prepared to teach

STEM = 13%

Results

FC CT HE NO0

2

4

6

8

10

12

14

16

18

20

Teachers’ readiness to deliver the STEM curriculum

Series1

Teachers’ Perception of Preparedness

Prepared to apply scientific principles = food and nutrition

Prepared to apply technological principles = clothing and textiles

Prepared to apply engineering principles = home economics management

Prepared to apply mathematical principles = none

Results

NA SD D A SA0

2

4

6

8

10

12

Teachers’ competence to deliver the STEM curriculum

Series1

Competent to DeliverI can plan lessons using the STEM methodology

= 26%I can teach lessons using the STEM

methodology =26%I can use projects in teaching home economics

= 35%I can design problems to teach home

economics = 45%I can select resources to teach STEM in home

economics = 32%

ConclusionThis reflects individuals’ perceptionPerception affects perceived control/efficacyTeachers are the hardest to adapt to changeThe results are not generalizable The task is re-tooling our teachers

RecommendationsTeacher upgrading: Studies have shown that

professional learning that a) focuses on teachers’ understanding the content they will teach; b) is sustained over time; and c) provides opportunities for professional dialogue and critical reflection, is closely linked to improved student learning (Weiss et al., 1999; Zucker, Shields, Adelman, Corcoran, and Goertz, 1998; U.S.Department of Education, 2000).

RecommendationsTeacher preparation: ensure that training

institutions are abreast of developments in curriculum so student teachers can be adequately prepared

Make the teaching of STEM explicit in delivery

ThanksQuestions?