A quest for epistemic fluency in STEM: the interplay of views on the nature of science, STEM teaching efficacy and intention among science and mathematics teachers

The call for STEM education implementation at various levels has challenged many of the teaching and learning traditions. Yet despite the many drawbacks, the call for STEM education is increasing, considering its impact on economic development and overall national progress and competitiveness. Aimed at contributing to the discourse in STEM education research and the quest for epistemic fluency in STEM, the present study explored the interplay of views on the nature of science, STEM teaching efficacy, and intention among 179 public school upper intermediate and high school science and mathematics teachers in Biliran Province and Leyte, Philippines. Using a five-point Likert scale survey whose items were adapted from the literature, data collected underwent partial least squares-structural equation modelling using SmartPLS 4. The results show that STEM teaching efficacy predicts intention and both could be predicted by views on the nature of science. Moreover, views on the nature of science mediated between STEM teaching efficacy and intention. Informed by the findings vis-à-vis the literature, the researcher elucidated the role of views on the nature of science, STEM teaching efficacy and intention in the quest for epistemic fluency in STEM.