Analyzing the views of the science teachers about in-class integration of stem applications

Abstract

Taking into account the Science, Technology, Engineering, Mathematics (STEM) integration, it is important to investigate teachers' understandings, perceptions about STEM and how STEM practices should be incorporated into the classroom in order to explore the perceptions of science teachers on this subject and provide important information to teachers and researchers in connection with how STEM applications can be applied at high quality. The purpose of this study is to analyze the views of the science teachers about in-class integration of stem applications. 5 science teachers working in the province of Denizli participated in the study. The teachers received STEM training for 5 days in 2015-2016 school year. The training provides instructional strategies to assist Science Teachers in the implementation of STEM integration in the classroom environments and in the development of an understanding of the connection between the various STEM domains. All five teachers in this study have participated in the training given. A case study was conducted to describe the teachers' views on STEM integration and the situations related to the in-class practices on this topic. Teachers in general have described STEM integration as a way of problem solving, and stated that the They also think that the STEM integration will give students a variety of 21st century skills they can develop. They think that when solving a real life problem, these skills provide them to create their own methods instead of the things given to them. Moreover, teachers have identified STEM integration as an approach that develops problem-solving skills. © The Turkish Online Journal of Educational Technology.