Interdisciplinary teaching practices in STEAM education in Brazil
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/9568 |
Resumo: | This study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects. |
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Interdisciplinary teaching practices in STEAM education in BrazilSTEAM educationInterdisciplinary teachingProject-based learningTeacher self-efficacyTeacher trainingPrimary school teachersThis study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects.RoutledgeRepositório do ISPAAbra Olivato, J.Castro Silva, J.2024-02-14T17:16:50Z20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/9568eng10.14324/LRE.21.1.381474846010.14324/LRE.21.1.38info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-18T02:15:44Zoai:repositorio.ispa.pt:10400.12/9568Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:38:46.545777Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Interdisciplinary teaching practices in STEAM education in Brazil |
title |
Interdisciplinary teaching practices in STEAM education in Brazil |
spellingShingle |
Interdisciplinary teaching practices in STEAM education in Brazil Abra Olivato, J. STEAM education Interdisciplinary teaching Project-based learning Teacher self-efficacy Teacher training Primary school teachers |
title_short |
Interdisciplinary teaching practices in STEAM education in Brazil |
title_full |
Interdisciplinary teaching practices in STEAM education in Brazil |
title_fullStr |
Interdisciplinary teaching practices in STEAM education in Brazil |
title_full_unstemmed |
Interdisciplinary teaching practices in STEAM education in Brazil |
title_sort |
Interdisciplinary teaching practices in STEAM education in Brazil |
author |
Abra Olivato, J. |
author_facet |
Abra Olivato, J. Castro Silva, J. |
author_role |
author |
author2 |
Castro Silva, J. |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Abra Olivato, J. Castro Silva, J. |
dc.subject.por.fl_str_mv |
STEAM education Interdisciplinary teaching Project-based learning Teacher self-efficacy Teacher training Primary school teachers |
topic |
STEAM education Interdisciplinary teaching Project-based learning Teacher self-efficacy Teacher training Primary school teachers |
description |
This study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023 2023-01-01T00:00:00Z 2024-02-14T17:16:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/9568 |
url |
http://hdl.handle.net/10400.12/9568 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.14324/LRE.21.1.38 14748460 10.14324/LRE.21.1.38 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Routledge |
publisher.none.fl_str_mv |
Routledge |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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