Secondary School Teachers’ Perception on Stem Integrated Education: A Analysis

Abstract

American President Barak Obama said on Third Annual White House Science Fair in April 2013 that “One of the things that I’ve been focused on as President is how we create an all-hands-on-deck approach to science, technology, engineering, and math… We need to make this a priority to train an army of new teachers in these subject areas and to make sure that all of us as a country are lifting up these subjects for the respect that they deserve”. This single part of the speech pinpoint the importance of STEM education and backbone of it “Teachers”. Cross disciplinary appeals have manifold appeals. Same is in the field of school education. Once it’s a time, science has a leading role at elementary and secondary school level. Then engineering becomes the prominent figure but when technology comes, all other fields merged in it. Mathematics remains the mother of all subjects. Now, it’s a time of STEM integrated education where STEM is the acronym of Science, Technology, Engineering and Mathematics. STEM is not only confined to an acronym but also leads to the change of education system or approach from the root level. Presented study aimed at to highlight the secondary school teachers’ perception regarding STEM education. As it’s a new and novel concept, so not a big deal of work has done on it. So, existing literature was analyzed systematically to highlight the importance, challenges and future of STEM education which surely helpful to introduce in the developing countries like Pakistan. Presented study just focused on the perception and viewpoints of teachers who are working at elementary or secondary school level. Study concluded that teachers are highly motivated and confident for the STEM integrated education but there is a dire need to give suitable policy for this new trend of education which ultimately addresses the issues of curriculum, pedagogy, learning environment, career developers and future of the learners