An Evaluation of Middle School Teachers' Thoughts on STEM Education

Tolga Gok
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Abstract


This study evaluated STEM education from the perspective of science, mathematics, and computer science teachers. The opinions of experienced STEM teachers were obtained and the results were analyzed in three subcategories. Phenomenological design, one of the qualitative research methods, was used for the study. The data for the study were collected from four different public middle schools in Izmir, Turkey, during the 2018-2019 school year. The qualitative data of the study was collected through a semi-structured interview with twelve middle school teachers. The professional experience of the teachers participating in the study ranged from 4 to 37 years. In addition, 6 of the teachers were female. To ensure data diversity in the study, teachers' views on STEM were collected through a 13-item questionnaire. The STEM-TSAS questionnaire used for the study had three sub-factors (teachers, school administrators and students in STEM education). The interviews with teachers revealed that STEM contributes to the development of 21st century skills in both students and teachers. In addition, many teachers indicated that school administrators were unable to provide the materials needed in the implementation of STEM education.

Keywords


Middle school teachers, Qualitative study, School administration, STEM education

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References


Gok, T. (2022). An evaluation of middle school teachers' thoughts on STEM education. International Journal of Technology in Education and Science (IJTES), 6(4), 543-558. https://doi.org/10.46328/ijtes.398




DOI: https://doi.org/10.46328/ijtes.398

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International Journal of Technology in Education & Science (IJTES)-ISSN: 2651-5369


 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.