Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation
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1 Faculty of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa 3200003, ISRAEL2 Yonatan Netanyahu Secondary School, Kyriat Motzkin 2643011, ISRAEL3 The Samuel Neaman Institute for National Policy Research, Haifa 3200003, ISRAEL* Corresponding Author
Abstract
This study explores Science, Technology, Engineering and Mathematics (STEM) teachers’ perceptions of teaching and assessment methods. We investigated 125 STEM subject coordinators and teachers using interviews and questionnaires. We examined the most commonly implemented teaching and assessment methods, and the reasons teachers chose them. Then, we compared teachers from different school levels, subjects, teaching experience and cultural backgrounds. The teaching methods implemented the most were lectures and presentations, followed by class discussions and collaborative classwork. The most implemented assessment method was tests with open- and closed-ended questions, followed by project portfolios and experiment reports. Subject coordinators preferred methods that integrate formative assessment more than teachers. The study contributes to a better understanding of the teaching and assessment methods implemented in schools and the gap between recommendations and actual implementation. Conducted prior to the COVID-19 pandemic, this research sets a baseline for similar future post-COVID research.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 17, Issue 6, June 2021, Article No: em1969
https://doi.org/10.29333/ejmste/10882
Publication date: 07 May 2021
Article Views: 5486
Article Downloads: 3471
Open Access Disclosures References How to cite this articleDisclosure
Declaration of Conflict of Interest: No conflict of interest is declared by author(s).
Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).
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How to cite this article
APA
Akiri, E., Tor, H. M., & Dori, Y. J. (2021). Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1969. https://doi.org/10.29333/ejmste/10882
Vancouver
Akiri E, Tor HM, Dori YJ. Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation. EURASIA J Math Sci Tech Ed. 2021;17(6):em1969. https://doi.org/10.29333/ejmste/10882
AMA
Akiri E, Tor HM, Dori YJ. Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation. EURASIA J Math Sci Tech Ed. 2021;17(6), em1969. https://doi.org/10.29333/ejmste/10882
Chicago
Akiri, Effrat, Hrisilda Matathia Tor, and Yehudit Judy Dori. "Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 6 (2021): em1969. https://doi.org/10.29333/ejmste/10882
Harvard
Akiri, E., Tor, H. M., and Dori, Y. J. (2021). Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1969. https://doi.org/10.29333/ejmste/10882
MLA
Akiri, Effrat et al. "Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 6, 2021, em1969. https://doi.org/10.29333/ejmste/10882