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Context of STEM Integration in Schools: Views from In-service Science Teachers
1
American University in Cairo, EGYPT
2
University of Exeter, UK
3
Tanta University, EGYPT
4
Ministry of Education, SAUDI ARABIA
5
Shaqra University, SAUDI ARABIA
Publication date: 2017-06-15
Corresponding author
Heba EL-Deghaidy
Graduate School of Education, American University in Cairo, AUC New Cairo, AUC Avenue, P.O. Box 74, 11835 Cairo - Egypt, Egypt
Graduate School of Education, American University in Cairo, AUC New Cairo, AUC Avenue, P.O. Box 74, 11835 Cairo - Egypt, Egypt
EURASIA J. Math., Sci Tech. Ed 2017;13(6):2459-2484
KEYWORDS
TOPICS
ABSTRACT
Background:
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.
Material and methods:
Qualitative methodologies were used through focus group discussions and an interview protocol.
Results:
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. From the specific contextual issues that were highlighted 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.
Conclusions:
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 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.
Material and methods:
Qualitative methodologies were used through focus group discussions and an interview protocol.
Results:
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. From the specific contextual issues that were highlighted 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.
Conclusions:
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.
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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