Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia
Abstract
:1. Introduction
- What are the perceptions of secondary stage science teachers toward STEM education and the level of their knowledge about the requirements for its implementation?
- Do secondary stage science teachers’ perceptions about STEM education differ according to the qualification, years of experience, and specialization variables?
2. Background and Literature Review
- Science, which includes knowledge; skills; methods of scientific and creative thinking; decision making; and scientific values and trends;
- Technology, which includes scientific, engineering, and computer science applications;
- Engineering design, which includes providing a basic foundation of technological culture at the high school level and preparing students to study engineering design after the high school stage;
- Mathematics, which includes teaching a broad base of mathematics basics and solving mathematical problems.
3. Methodology
3.1. Research Method and Design
3.2. Participants
3.3. Study Instrument (Closed-Ended Questionnaire)
4. Study Results
4.1. The Results of the First Question
4.1.1. The First Domain: Perceptions toward STEM Education
4.1.2. The Second Domain: Requirements for Teaching Using STEM Education
4.2. The Results of the Second Question
4.2.1. Qualifications
4.2.2. Years of Experiences
4.2.3. Specialization
5. Discussion
6. Study Limits and Limitations
7. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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No. | Item | Mean | SD | Rank | Level of Approval |
---|---|---|---|---|---|
1 | Applying principles of engineering design and technology promotes learning through problem solving and investigation. | 2.29 | 0.79 | 15 | Weak |
2 | STEM education supports the foundations of a knowledge-based economy. | 2.24 | 0.64 | 16 | Weak |
3 | STEM education helps students to develop their thinking. | 2.33 | 0.69 | 15 | Weak |
4 | STEM education meets workforce needs in professional science disciplines. | 2.38 | 0.76 | 13 | Weak |
5 | STEM education makes science classes full of useful activities for students. | 2.55 | 0.81 | 12 | Weak |
6 | STEM education uses technology and engineering design to bring students real-world practice. | 2.65 | 0.83 | 11 | Medium |
7 | STEM education enables students to apply appropriate concepts and practices. | 2.69 | 0.81 | 8 | Medium |
8 | STEM education contributes to comprehensive thinking about a particular problem or situation. | 2.74 | 0.77 | 6 | Medium |
9 | STEM education links scientific knowledge to future careers. | 2.73 | 0.77 | 7 | Medium |
10 | STEM education gives students the engineering skills to live in a better, globally competitive society. | 2.89 | 0.91 | 5 | Medium |
11 | STEM education gives students the skills needed for the 21st century. | 2.98 | 0.92 | 2 | Medium |
12 | STEM education links scientific concepts with life skills. | 2.99 | 0.97 | 1 | Medium |
13 | STEM education develops students’ interests toward scientific and professional disciplines. | 2.92 | 0.94 | 4 | Medium |
14 | STEM education enables students to build knowledge and put it to practical use. | 2.68 | 0.87 | 9 | Medium |
15 | STEM education enables students to understand the world and its problems in an integrated, not fragmented way. | 2.66 | 0.89 | 10 | Medium |
16 | STEM education links scientific concepts and mathematical, technical, and engineering knowledge in an integrated format. | 2.93 | 0.87 | 3 | Medium |
Total | 2.67 | 0.28 | Medium |
No. | Item | Mean | SD | Rank | Level of Approval |
---|---|---|---|---|---|
1 | Using educational activities that enable students to develop their logical scientific thinking and computational thinking | 3.78 | 0.89 | 13 | High |
2 | Providing appropriate places inside and outside the school through which integration of science, technology, engineering, and mathematics can be implemented | 3.97 | 0.80 | 6 | High |
3 | Training science teachers on ways to direct their students toward scientific research, designing experiments, and processing data | 3.85 | 0.84 | 10 | High |
4 | Providing science teachers and students with the opportunity to discover, design, and implement solutions | 3.83 | 0.87 | 12 | High |
5 | Enriching science curricula with topics that raise questions about natural phenomena and scientific discoveries | 3.89 | 0.86 | 9 | High |
6 | Linking technology to scientific topics and using it practically | 4.14 | 0.85 | 2 | High |
7 | Using the method of exploration, investigation, and problem-solving in the educational-learning process in general and science education in particular | 3.93 | 0.92 | 8 | High |
8 | Providing students with social and group skills such as cooperation and exchanging meaningful dialogs between them | 3.84 | 0.86 | 11 | High |
9 | Using science, technology, and mathematics principles in the engineering design process | 3.74 | 0.81 | 15 | High |
10 | Providing science teachers with the opportunity to be creative and develop their expertise in the field of teaching | 3.65 | 0.79 | 16 | High |
11 | Applying engineering design principles and technology to science teaching strategies | 3.42 | 0.64 | 17 | High |
12 | Subjecting science teachers and students to training programs related to engineering design | 4.10 | 0.87 | 4 | High |
13 | Giving science teachers flexibility in implementing the semester plan since the activities require time | 4.07 | 0.91 | 5 | High |
14 | Supporting school administration and educating it on the integration approach between science, engineering, technology, and mathematics | 4.16 | 0.87 | 1 | High |
15 | Interest in engineering as a way of thinking and solving problems | 3.22 | 0.56 | 18 | Medium |
16 | Developing specialized educational materials in the field of integration between science, technology, engineering, and mathematics such as digital simulation programs and video programs | 4.13 | 0.82 | 3 | High |
17 | Providing science teachers with scientific literature and research related to the integration approach | 3.96 | 0.91 | 7 | High |
18 | Building partnerships between the Ministry of Education and local community institutions to support the learning process in science, mathematics, technology, and engineering | 3.75 | 0.94 | 14 | High |
Total | 3.86 | 0.19 | High |
Domain | Qualification | N | Mean | SD | t | df | Sig. |
---|---|---|---|---|---|---|---|
Perceptions toward STEM education | Bachelor’s | 108 | 2.62 | 0.31 | 2.84 | 173 | 0.005 |
Postgraduate Studies | 67 | 2.74 | 0.21 | ||||
Requirements for implementing STEM education | Bachelor’s | 108 | 3.81 | 0.17 | 4.85 | 173 | 0.000 |
Postgraduate Studies | 67 | 3.94 | 0.19 |
Domain | Variance Source | Sum of Squares | df | Mean Square | f | Sig. |
---|---|---|---|---|---|---|
Perceptions toward STEM education | Between Groups | 0.54 | 2 | 0.28 | 3.51 | 0.032 |
Within Groups | 13.15 | 172 | 0.08 | |||
Total | 13.69 | 174 | ||||
Requirements for implementing STEM education | Between Groups | 0.22 | 2 | 0.11 | 3.24 | 0.042 |
Within Groups | 5.92 | 172 | 0.034 | |||
Total | 6.14 | 174 |
Domain | Years of Experience | From 5 to 10 Years | More Than 10 Years |
---|---|---|---|
Perceptions toward STEM education | less than 5 years | 0.14 * | 0.12 * |
from 5 to 10 years | - | 0.02 | |
Requirements for implementing STEM education | less than 5 years | 0.08 * | 0.09 * |
from 5 to 10 years | 0.02 |
Domain | Variance Source | Sum of Squares | df | Mean Square | f | Sig. |
---|---|---|---|---|---|---|
Perceptions toward STEM education | Between Groups | 0.194 | 2 | 0.097 | 1.23 | 0.294 |
Within Groups | 13.494 | 172 | 0.056 | |||
Total | 13.688 | 174 | ||||
Requirements for implementing STEM education | Between Groups | 0.089 | 2 | 0.045 | 1.27 | 0.284 |
Within Groups | 6.055 | 172 | 0.035 | |||
Total | 6.145 | 174 |
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Alsalamat, M.K.M. Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia. Sustainability 2024, 16, 3634. https://doi.org/10.3390/su16093634
Alsalamat MKM. Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia. Sustainability. 2024; 16(9):3634. https://doi.org/10.3390/su16093634
Chicago/Turabian StyleAlsalamat, Mohammad Khair M. 2024. "Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia" Sustainability 16, no. 9: 3634. https://doi.org/10.3390/su16093634
APA StyleAlsalamat, M. K. M. (2024). Secondary Stage Science Teachers’ Perceptions toward STEM Education in Saudi Arabia. Sustainability, 16(9), 3634. https://doi.org/10.3390/su16093634