An Investigation of Science And Mathematics Teachers’ Thoughts on STEM Education

Resumo

This study examines the views of high school physics, chemistry, biology, and mathematics teachers on STEM education. The research uses a phenomenological research design. The sample involved three public high schools and eight teachers. Participants had prior experience and knowledge of STEM education. The experience of the participating teachers ranged from approximately 9 to 30 years. Data for the study were collected using a semi-structured interview form. The interview form consists of eight questions. As a result of the analysis of the interviews, 8 themes and 67 codes were categorized. Results reveal that the implementation of STEM will greatly contribute to the development of students and teachers. Many teachers think that STEM applications will be extremely effective in creating an environment where teachers can be motivated, develop projects and discover their students’ talents. Results show that many teachers do not get enough information about STEM seminars held at universities. In addition, it reveals that teachers have problems with time, equipment and classroom control during STEM practices.

Dados da obra

Tipo

Artigo

Periódico

MIER Journal of Educational Studies Trends & Practices, p. 1-20

Ano

2024 (2024-05-08)

Idioma

en

Palavras-chave

STEM education; teacher perceptions; high school science teachers; mathematics teachers; teacher motivation; classroom control; teaching aids; student talent development

DOI

10.52634/mier/2024/v14/i1/2477

ISSN

0976-8203, 2319-1945

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026