Science teachers and STEM applications: Reasons for preference, problems and possible suggestions

The aim of this study is to examine secondary school science teachers' reasons for preferring or not preferring STEM practices, problems and teachers' suggestions about these practices. In the study, the case study, which is seen as one of the qualitative research methods, was used depending on the aim of the research. Eight science teachers working in different public secondary schools in Kırşehir province participated in the current study in the fall semester of the 2020-2021 academic year. Among the participants, 4 science teachers used STEM practices, and 4 science teachers did not use these practices. Structured interview questions (Interview questions-a, Interview questions-b, Interview questions-c) and STEM observation form were employed as data collection tools. According to the findings of the research, teachers have a positive perception towards STEM education. However, despite this, 4 teachers preferred to use these practices, while the other four teachers did not. The reasons of teachers who preferred STEM practices were that these practices provided student development, supported teaching and increased the quality of life. The reasons of teachers who did not prefer STEM practices were the inapplicability of STEM, pedagogical inadequacies, and the structure of the national examination system. Teachers who used STEM practices experienced problems in this process. These problems were about process management, pedagogical equipment, evaluation, originality and physical conditions. Pedagogical support, providing suitable physical environments, giving enough time and reorganizing the mission of the schools in order to make STEM practices more preferable were some of the suggestions made by the teachers. Depending on the findings, it was concluded that teachers may prefer STEM practices by overcoming the problems they encounter if they have a high level of teacher beliefs about STEM education and have sufficient knowledge and experience in STEM education. Accordingly, it is recommended to provide teachers with qualified in-service training courses on STEM education and project-based learning approach.