Abstract
Integrated Science, Technology, Engineering, and Mathematics (iSTEM) education has been regarded as a model that provides students with skills necessary for future careers and enhances the economy of nations. Although there is a considerable body of research on the effective educational approaches in iSTEM education including problem-based and project-based learning, the ways teachers implement these approaches remain ambiguous due to a paucity of consensus about how to effectively use iSTEM approaches in classrooms (Thibaut et al., 2018). Additionally, there is a need for further investigation to understand teachers’ instructional strategies and practices in iSTEM education (Bush, 2019). To fulfill this gap and provide a better understanding of iSTEM education, this study aims to understand the instructional strategies used by iSTEM high school teachers in Indiana and the challenges they may encounter. It was conducted in the context of real world problem-solving as it is one of the fundamental tents of iSTEM education (Johnson et al., 2020).
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