Context of STEM integration in schools: Views from in-service science teachers

Author's Department

Graduate School of Education

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https://doi.org/10.12973/EURASIA.2017.01235A

Document Type

Research Article

Publication Title

Eurasia Journal of Mathematics, Science and Technology Education

Publication Date

6-1-2017

doi

10.12973/EURASIA.2017.01235A

Abstract

© 2017, Authors. 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.

First Page

2459

Last Page

2484

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