INVESTIGATING THE RELATIONSHIP AND COMPARISON OF ATTITUDES TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS WITH 21ST CENTURY SKILLS

Abstract

The purpose of the present study is to investigate the relationship between dimensions of attitudes towards science, technology, engineering and mathematics (STEM) with 21st century skills. The population of this study is student-teachers of Allameh Tabatabai Teacher Training University in Urmia. Stratified random sampling was used. The statistical population was 168 persons, and the sample size was 116 persons using Krejcie and Morgan table. The data collection tool is the science, technology, engineering and mathematics attitude scale and 21st century skills questionnaire, both designed by Friday Institute for Educational Innovation (2012) and validated by experts. The reliability of the questionnaires using Cronbach’s alpha was 0.762 and 0.710, respectively. Descriptive statistics and Pearson correlation coefficient, multiple variance analysis and SPSS 26 were used for data analysis. The findings of the study showed that the attitude of student-teacher to mathematics and science are at an average level, but their attitude to design and technology is higher than average. Also, the level of leadership and participation skills are at a moderate level and self-management skills are at a higher than average level. In addition, the results indicate a positive and significant relationship between some components of STEM attitudes and 21st century skills among student-teacher. Furthermore, according to the results of multiple variance analysis test, there is a significant difference between students in different disciplines in some components of STEM attitude.

Keywords

• stem attitude
• 21st century skills
• student-teach