Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation
Effrat Akiri 1 * , Hrisilda Matathia Tor 2, Yehudit Judy Dori 1 3
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1 Faculty of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa 3200003, ISRAEL
2 Yonatan Netanyahu Secondary School, Kyriat Motzkin 2643011, ISRAEL
3 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

https://doi.org/10.29333/ejmste/10882

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 6, Article No: em1969

Publication date: 07 May 2021

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