Context of STEM Integration in Schools: Views from In-service Science Teachers
EURASIA Journal of Mathematics Science and Technology Education
© Authors 2017. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply.
This study explores science teachers' views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers' views on the contextual factors that facilitate and hinder such pedagogy in their schools. Qualitative methodologies were used through focus group discussions and an interview protocol. From the specific contextual issues that were highlighted in the findings, was teacher self-efficacy, pedagogical-knowledge, issues related to establishing a collaborative school culture and familiarity to STEM education among school administrators, students and parents. Findings expressed teachers' concerns of their under- preparedness to enact STEM practices and illustrated that engineering is the least mentioned discipline to be integrated with science. The study ends with recommendations that could lead to develop a professional development model to enact STEM education in schools based on valuing partnership with universities and industries as a necessary step for enacting a STEM integrated model.
This research was conducted as part of the professional development for in-service Science and mathematics teachers Research group with support of the Excellence Research Centre of Science and Mathematics Education - King Saudi University, Kingdom of Saudi Arabia.
This is the final version of the article. Available from ISER publications via the DOI in this record.
Vol. 13 (6), pp. 2459 - 2484