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Science Teachers’ Perceptions of STEM Education: Possibilities and Challenges

H. El-Deghaidy 1,2,3 and N. Mansour 3,4
1. Graduate School of Education, American University in Cairo, Cairo, Egypt
2. Curricula and Instruction, Suez Canal University, Ismailia, Egypt
3. The Excellence Research Centre of Science and Mathematics Education, King Saud University, Riyadh, Saudi Arabia
4. University of Exeter, Exeter, UK
Abstract—In order to promote STEM (Science, Technology, Engineering, and Mathematics) education through developing a professional development model, this study seeks to identify science teachers’ perceptions regarding STEM education and its interdisciplinary nature, and to identify the factors that facilitate and hinder such a form of instruction in their schools. Being one of the first studies of STEM education in Saudi Arabia, this study elicits science teachers’ perceptions through the use of qualitative methodologies. The instruments include focus groups, teacher-reflection and an interview protocol. The study ends with recommendations that could lead to develop a professional development model of what science teachers need in terms of pedagogical content knowledge to enact STEM education in class.

Index Terms—STEM education, science education, interdisciplinary, science teacher induction.

Cite: H. El-Deghaidy and N. Mansour, "Science Teachers’ Perceptions of STEM Education: Possibilities and Challenges," International Journal of Learning and Teaching, Vol. 1, No. 1, pp. 51-54, June 2015. doi: 10.18178/ijlt.1.1.51-54
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