Context of STEM Integration in Schools: Views from In-Service Science Teachers

Autor/inn/en	EL-Deghaidy, Heba; Mansour, Nasser; Alzaghibi, Mohammad; Alhammad, Khalid
Titel	Context of STEM Integration in Schools: Views from In-Service Science Teachers
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 6, S.2459-2484 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	STEM Education; Science Teachers; Teacher Attitudes; Qualitative Research; Focus Groups; Interviews; Self Efficacy; Pedagogical Content Knowledge; School Culture; Foreign Countries; Middle School Teachers; Interdisciplinary Approach; Partnerships in Education; Thinking Skills; Problem Solving; Cooperation; Barriers; Saudi Arabia + Suchen Sie Ihr Suchwort? STEM; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Schulkultur; Schulleben; Ausland; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulpartnerschaft; Denkfähigkeit; Problemlösen; Co-operation; Kooperation; Saudi-Arabien
Abstract	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. (As Provided).
Anmerkungen	EURASIA. Sehit Osman Avci Mah. Malazgirt 1071 Cad. No:48/30, Etimesgut, Ankara, TR06796, Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01