Mathematics Teachers' Perceptions the Steam Approach: Science, Technology, Engineering, Arts, and Mathematics and Its Relationship with Some Variables
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Resumo
This paper aimed to investigate the perceptions of mathematics teachers in Saudi Arabia regarding the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. A sample of 350 teachers from the Eastern Province completed a 40-item survey on their STEAM perceptions and teaching requirements. Descriptive and inferential statistical analyses revealed overall positive perspectives, with 78.6% strongly agreeing that STEAM transforms classrooms into creative environments. However, just 58.4% felt it enabled active learning, and 67.4% were unsure about systemic support. Significant differences emerged based on teacher gender and qualifications, but not experience levels or stages. While largely optimistic attitudes exist toward STEAM's value, persistent resourcing, competency, and policy barriers likely impede classroom adoption. Recommendations encompass boosting investments in STEAM infrastructure, aligned teacher professional development, specialized materials and tools, and integration support across subjects. Further research incorporating mixed methods, expanded samples, and longitudinal tracking can delineate evidence-based strategies to catalyze effective STEAM adoption. The study recommended enhancing the effectiveness of the STEAM approach in education, especially in mathematics.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Curriculum and Teaching, v. 13, n. 4, p. 71
- Editora
- Sciedu Press
- Ano
- 2024 (2024-08-03)
- Idioma
- en
- Palavras-chave
- STEAM education; mathematics teachers; teacher perceptions; active learning; teacher professional development; teacher gender differences; teacher qualifications; systemic support; Saudi Arabia
- Temas
- Formação de Professores de Matemática
- DOI
- 10.5430/jct.v13n4p71
- ISSN
- 1927-2677, 1927-2685
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ALKHATATNEH, Samaher. Mathematics Teachers' Perceptions the Steam Approach: Science, Technology, Engineering, Arts, and Mathematics and Its Relationship with Some Variables. Journal of Curriculum and Teaching, v. 13, n. 4, p. 71, 2024. DOI: https://doi.org/10.5430/jct.v13n4p71.
APA
Alkhatatneh, S. (2024). Mathematics Teachers' Perceptions the Steam Approach: Science, Technology, Engineering, Arts, and Mathematics and Its Relationship with Some Variables. Journal of Curriculum and Teaching, 13(4), 71. https://doi.org/10.5430/jct.v13n4p71
BibTeX
@article{alkhatatneh2024,
author = {Alkhatatneh, Samaher},
title = {Mathematics Teachers' Perceptions the Steam Approach: Science, Technology, Engineering, Arts, and Mathematics and Its Relationship with Some Variables},
year = {2024},
journal = {Journal of Curriculum and Teaching},
volume = {13},
number = {4},
pages = {71},
publisher = {Sciedu Press},
doi = {10.5430/jct.v13n4p71},
language = {en}
}RIS
TY - JOUR AU - Alkhatatneh, Samaher TI - Mathematics Teachers' Perceptions the Steam Approach: Science, Technology, Engineering, Arts, and Mathematics and Its Relationship with Some Variables PY - 2024 JO - Journal of Curriculum and Teaching VL - 13 IS - 4 SP - 71 DO - 10.5430/jct.v13n4p71 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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