Date

2017-05-21

Author

Taşcı, Duygu
Öztekin, Ceren

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The purpose of this research is to uncover obstacles science teachers face regarding integrating STEM in their science course. Data were mainly gathered from 4 experienced science teachers through in depth interviews. They were also requested to draw a picture of their visualization of STEM and they were asked explain their drawings, data were then analyzed by categorizing barriers avoiding STEM integration. Three categories were emerged as teacher-oriented barriers, students-oriented barriers and situational factors. Finding showed that main problem about integrating STEM is generally due to fact that teachers are not knowledgeable about STEM implementation, kind of activities they can use, and lesson plans they can prepare. In addition, they concerned about limited science course hours. It was saidthat when STEM activities were applied at classroom, it probably took long periods of time which cause teachers fall behind the curriculum. Crowded classroom were emerged as another important obstacle. They thought that it was difficult for them to control the classroom. What is more, they believed that in crowded classroom, it was hard for students to learn if they possess different kind of personalities. It was also emphasized that science textbooks were out of STEM activities which further makes it hardfor them to implement STEM. Presence of nation-wide examination was emerged as another major obstacle hindering STEM integration. Participants suggested that implementation of STEM in Turkey requires radical change in science curriculum. This must be followed by preparation of training programs not only for teachers but also for students and parents by Ministry of National Education. Another point appears to influence successful STEM implementation is teacher’s confidence in adopting those changes. If theyare not feeling comfortable with teaching a new approach, such as STEM, they either avoid teaching it or they teach it unwillingly (Bursal &Pznokas, 2006). It is necessary to note that this research based on a small sample of teachers and participants were not fully representative of the whole populatio

Subject Keywords

STEM education, Teacher beliefs, Science teachers

URI

https://hdl.handle.net/11511/79265
https://docplayer.biz.tr/51407721-Erpa-budapest-hungary-may-2017-book-of-abstracts.html

Collections

Department of Mathematics and Science Education, Conference / Seminar