Designing effective STEM courses: a mixed-methods study of the impact of a STEM education course on teachers' self-efficacy and course experiences

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dc.contributor.authorZhumabay, Nurman
dc.contributor.authorYelemessova, Zhaudir
dc.contributor.authorBalta, Nuri
dc.contributor.authorAbylkassymova, Alma
dc.contributor.authorBakytkazy, Tannur
dc.contributor.authorMarynowski, Richelle
dc.date.accessioned2024-03-22T21:20:04Z
dc.date.available2024-03-22T21:20:04Z
dc.date.issued2024
dc.descriptionOpen access article. Creative Commons Attribution 4.0 International License (CC BY 4.0 DEED) applies
dc.description.abstractScience, technology, engineering, and mathematics (STEM) fields play a critical role in the advancement of society and are expected to grow rapidly in the coming years. This study examines the development of a STEM education course and its impact on teachers’ self-efficacy and course experiences. The study involves a mixed-methods approach, using survey and course assignment results gathered from 52 mathematics master’s degree candidates who took an online STEM education course. Teachers’ self-efficacy, STEM knowledge, reflections from reading materials, and lesson plans were quantitatively analyzed while content analyses was employed for the teachers’ opinions on the role of each STEM subject and overall course evaluation. Results showed a significant increase in teachers’ self-efficacy in teaching STEM subjects after completing the course. Additionally, teachers reported positive experiences related to course content, activities, and assignments. The study provides insights into the design and implementation of effective STEM courses and provides practical implications for designing operative STEM courses.
dc.description.peer-reviewYes
dc.identifier.citationZhumabay, N., Yelemessova, Z., Balta, N., Abylkassymova, A., Bakytkazy, T., & Marynowski, R. (2024). Designing effective STEM courses: A mixed-methods study of the impact of a STEM education course on teachers' self-efficacy and course experiences. Frontiers in Education, 9, Article 1276828. https://doi.org/10.3389/feduc.2024.1276828
dc.identifier.urihttps://hdl.handle.net/10133/6725
dc.language.isoen
dc.publisherFrontiers Media
dc.publisher.facultyEducation
dc.publisher.institutionAbai Kazakh National Pedagogical University
dc.publisher.institutionSDU University (Kazakhstan)
dc.publisher.institutionNational University (Kazakhstan)
dc.publisher.institutionUniversity of Lethbridge
dc.publisher.urlhttps://doi.org/10.3389/feduc.2024.1276828
dc.subjectSTEM education
dc.subjectCourse development
dc.subjectSelf-efficacy
dc.subjectCourse experiences
dc.subjectKazakhstan
dc.subjectSTEM courses
dc.subjectSTEM knowledge
dc.subjectTeacher efficacy
dc.subject.lcshTeachers--Training of
dc.titleDesigning effective STEM courses: a mixed-methods study of the impact of a STEM education course on teachers' self-efficacy and course experiences
dc.typeArticle
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