TheTeacher's perspective of integrating STEM, iSTEM and STEAM in their classroom
Author ORCID Identifier
Standing
Graduate (PhD)
Type of Proposal
Oral Research Presentation
Faculty Sponsor
Faculty of Education
Proposal
The historical and political emergence of STEM, iSTEM and STEAM has changed the educational paradigm. Globally, the researchers, educators, and professionals consider STEM, iSTEM and STEAM as their saviour. Effective STEM, iSTEM, STEAM education motivates students and develops a positive attitude towards STEM subjects and enhances students' 21st-century competency. The successful delivery of STEM, iSTEM, STEAM is intrinsically linked to the teachers' perception, personal knowledge, pedagogical knowledge, and implication in their classroom practice. This study will contribute to the broad interest by providing an insight into teachers' perspectives on integrating STEM, iSTEM, and STEAM in their classrooms. Limited research is available to provide insight into STEM, iSTEM, and STEAM integration individually. However, no previous research has investigated the integration of STEM, iSTEM, and STEAM together. Moreover, no previous research has highlighted the teacher's perspective of STEM, iSTEM and STEAM integration together. This study will fill this substantial research gap by examining the teachers' perspectives of implementing STEM, iSTEM and STEAM by exploring their current and past pedagogical practices in their classroom. The study explores the problems or challenges the teachers face in implementing STEM, iSTEM, and STEAM in their classrooms. Moreover, it will identify what support the teachers need to implement STEM, iSTEM, and STEAM programs. The study will adopt a mixed-method by using a survey and open-ended interview. Findings from the research provide critical data for policymakers, administrators and school administrators for making an informed decision about the path for STEM, iSTEM and STEAM integration in k-12 schools.
Availability
Every day from March 29-April 12-3 pm
TheTeacher's perspective of integrating STEM, iSTEM and STEAM in their classroom
The historical and political emergence of STEM, iSTEM and STEAM has changed the educational paradigm. Globally, the researchers, educators, and professionals consider STEM, iSTEM and STEAM as their saviour. Effective STEM, iSTEM, STEAM education motivates students and develops a positive attitude towards STEM subjects and enhances students' 21st-century competency. The successful delivery of STEM, iSTEM, STEAM is intrinsically linked to the teachers' perception, personal knowledge, pedagogical knowledge, and implication in their classroom practice. This study will contribute to the broad interest by providing an insight into teachers' perspectives on integrating STEM, iSTEM, and STEAM in their classrooms. Limited research is available to provide insight into STEM, iSTEM, and STEAM integration individually. However, no previous research has investigated the integration of STEM, iSTEM, and STEAM together. Moreover, no previous research has highlighted the teacher's perspective of STEM, iSTEM and STEAM integration together. This study will fill this substantial research gap by examining the teachers' perspectives of implementing STEM, iSTEM and STEAM by exploring their current and past pedagogical practices in their classroom. The study explores the problems or challenges the teachers face in implementing STEM, iSTEM, and STEAM in their classrooms. Moreover, it will identify what support the teachers need to implement STEM, iSTEM, and STEAM programs. The study will adopt a mixed-method by using a survey and open-ended interview. Findings from the research provide critical data for policymakers, administrators and school administrators for making an informed decision about the path for STEM, iSTEM and STEAM integration in k-12 schools.