Abstract
Understanding teachers' perceptions of STEM education is crucial to ensure the quality of teaching and learning provided for the students in the classrooms. This study aimed at investigating science teachers’ perceptions towards STEM education in primary public schools in the State of Qatar in terms of: teachers' knowledge, STEM teaching requirements, impact on students' outcomes. This study followed a sequential explanatory mixed-method approach. Quantitative data was collected by surveying (148) science teachers, while qualitative data was obtained using four focus groups. Results indicated that teachers have relatively high perceptions towards STEM education. However, the findings highlighted the need to increase teachers’ understanding and knowledge of STEM disciplines and their approaches to integration. Keywords: STEM education, perceptions, science teachers. DOI: 10.7176/JEP/13-24-04 Publication date: August 31 st 2022
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