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Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice

Author

Listed:
  • Sara Hamad

    (College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

  • Hassan Tairab

    (College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

  • Yousef Wardat

    (College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates
    College of Education, Higher Colleges of Technology, Al Ain 15551, United Arab Emirates)

  • Lutfieh Rabbani

    (College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

  • Khaleel AlArabi

    (College of Education, Al Ain University, Al Ain 15551, United Arab Emirates)

  • Mohammed Yousif

    (College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates)

  • Ahmad Abu-Al-Aish

    (Department of Computer Science, Faculty of Computer Science and Information Technology, Jerash University, Jerash 26150, Jordan)

  • George Stoica

    (Independent Researcher, Saint John, NB E2K 2B5, Canada)

Abstract

This study examines how science teachers experience integrating science, technology, engineering, and mathematics (STEM) approaches into their teaching. In addition, it further examines the encountered challenges in this regard to shed light on STEM current practices within the context of United Arab Emirates (UAE). This study consists of two stages; the first involved collecting qualitative data using semi-structured interviews to explore three science teachers’ perceptions and lived experiences having infused STEM into their regular teaching in cycle 2 for more than two years. Quantitative data were collected and analyzed in the second phase via the developed closed-ended questionnaire to examine teachers’ perceptions across a larger sample regarding “challenges encountered by teachers when implementing STEM teaching”. Research findings showed that science teachers generally have a positive attitude towards using STEM-based activities. In addition, data revealed that participants implement integrated STEM into their teaching frequently and regularly. Results also indicated teachers encounter challenges while implementing STEM: documentation, the vast curriculum content, and lack of time. Moreover, external challenges (i.e., the lack of supportive guidelines) rather than teachers’ competency (i.e., having sufficient knowledge and skills for implementing STEM teaching) appeared to have the highest impending impact. Finally, we discuss findings and presented implications for teachers, educators, and policymakers.

Suggested Citation

  • Sara Hamad & Hassan Tairab & Yousef Wardat & Lutfieh Rabbani & Khaleel AlArabi & Mohammed Yousif & Ahmad Abu-Al-Aish & George Stoica, 2022. "Understanding Science Teachers’ Implementations of Integrated STEM: Teacher Perceptions and Practice," Sustainability, MDPI, vol. 14(6), pages 1-19, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3594-:d:774428
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    References listed on IDEAS

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    1. Adeeb M. Jarrah & Omar M. Khasawneh & Yousef Wardat, 2020. "Implementing pragmatism and John Dewey's educational philosophy in Emirati elementary schools: case of mathematics and science teachers," International Journal of Education Economics and Development, Inderscience Enterprises Ltd, vol. 11(1), pages 58-75.
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    Cited by:

    1. Abdellatif Sellami & Malavika E. Santhosh & Nitha Siby & Jolly Bhadra & Zubair Ahmad, 2023. "High School Students’ Perceptions of the Role of Social Support in Cultivating Their Interests in and Aspirations to STEM Degrees and Careers—A Middle Eastern Case Study," Sustainability, MDPI, vol. 15(17), pages 1-17, August.
    2. Saif Alneyadi & Enas Abulibdeh & Yousef Wardat, 2023. "The Impact of Digital Environment vs. Traditional Method on Literacy Skills; Reading and Writing of Emirati Fourth Graders," Sustainability, MDPI, vol. 15(4), pages 1-15, February.
    3. Sana Malik & Melissa Bessaha & Kathleen Scarbrough & Jessica Younger & Wei Hou, 2023. "Self-Reported Depression and Anxiety among Graduate Students during the COVID-19 Pandemic: Examining Risk and Protective Factors," Sustainability, MDPI, vol. 15(8), pages 1-16, April.
    4. Wu-Yuin Hwang & Rio Nurtantyana, 2022. "X-Education: Education of All Things with AI and Edge Computing—One Case Study for EFL Learning," Sustainability, MDPI, vol. 14(19), pages 1-23, October.

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