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Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/157381

Title:	Fostering Teachers' STEAM Epistemic Views in a Knowledge-Building Environment
Authors:	洪煌堯 Hong, Hung-Yao;Tseng, Li-Ting;Guo, Chaoyu;Chen, Mei-Ju
Contributors:	教育系
Date:	2025-04
Issue Date:	2025-06-18
Abstract:	This study applied mix method explores sixteen teachers' STEAM epistemic views (TSEV) by integrating disciplinary boundaries, teaching flexibility, and psychological support within the Knowledge Building environment (KBE). The main findings indicate: (1) "Reading and understanding others' ideas," along with high activity levels, facilitates the progression of epistemic views and emphasizes collective responsibility within the community for improving ideas. (2) Within the KBE, teachers' STEAM epistemic views (TSEV) evolve across three dimensions: disciplinary integration shifts from multidisciplinary to transdisciplinary, teaching flexibility transitions from diversity to adaptability, and psychological support shifts from individual-oriented to peer-oriented. (3) Peer-oriented psychological support significantly predicts transdisciplinary and adaptability. Cultivating positive peer-oriented psychological support enhances teachers' instructional flexibility and creativity, while fostering transdisciplinary collaboration.
Relation:	AERA 2025, American Educational Research Association
Data Type:	conference
Appears in Collections:	[教育學系] 會議論文

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