Uncovering the Perspectives of Educators Regarding the STEM Practices in Schools

Abstract

STEM education is a crucial aspect of preparing students for the demands of the 21st century workforce. The present study aims to explore the perspectives of STEM practitioners on their teaching practices. To achieve this aim, we employed a descriptive qualitative approach, utilizing both qualitative content analysis and thematic analysis. The study involved eight STEM practitioners who participated in individual semi-structured interviews. The research questions posed in the study focused on the features of STEM practices and practitioners, the educational value of STEM practices, and the evaluation process of STEM practices. The results revealed four themes and 52 subthemes, highlighting the importance of a STEM teacher's knowledge of the field, pedagogy, engineering, and integration. The study emphasizes the significance of using technology during STEM practices, encouraging collaborative work, ensuring cooperation, providing critical thinking, increasing productivity, ensuring interdisciplinary solidarity, increasing creativity, strengthening communication, providing peer agreement, providing cognitive thinking, and attempting to solve contemporary problems. The findings of this study contribute to the ongoing discourse on STEM education and provide insights into the perspectives of STEM practitioners.