Teachers’ Conceptual Awareness about the Use of STEM Education Practices at Secondary School Level

Abstract

The study investigates how teachers in secondary schools understand the implementation of Science Technology Engineering and Mathematics STEM educational practices. The effective implementation of STEM education depends on teachers' understanding and their actual classroom applications of STEM educational practices because these practices determine how students will become involved in learning. The research employs a qualitative approach, utilizing interviews and surveys to gather data from a sample of secondary school teachers. The study investigates teachers' understanding of the core principles and components of STEM education their perceived benefits and challenges in integrating STEM practices into their teaching as well as their professional development needs in this domain. The preliminary results show that teachers have a basic understanding of STEM education but they do not understand how to apply STEM education in real classroom situations. The majority of teachers express their inability to use STEM practices in their teaching because schools do not provide them with proper guidelines and necessary resources and sufficient training. The teachers identified various obstacles which included restricted time and educational program limitations and difficulties in obtaining technological equipment and educational resources. Teachers recognize the potential of STEM education in promoting critical thinking problem solving collaboration and creativity among students. However, they require additional support including appropriate training and professional development opportunities access to resources and guidance to effectively implement STEM practices.