Science Teachers’ Perceptions of STEM Education: Possibilities and Challenges H. El-Deghaidy Graduate School of Education, American University in Cairo, Cairo, Egypt Curricula and Instruction, Suez Canal University, Ismailia, Egypt The Excellence Research Centre of Science and Mathematics Education, King Saud University, Riyadh, Saudi Arabia Email: h.eldeghaidy@aucegypt.edu N. Mansour University of Exeter, Exeter, UK The Excellence Research Centre of Science and Mathematics Education, King Saud University, Riyadh, Saudi Arabia Email: N.Mansour@exeter.ac.uk Abstract—In order to promote STEM (Science, Technology, Engineering, and Mathematics) education through developing a professional development model, this study seeks to identify science teachers’ perceptions regarding STEM education and its interdisciplinary nature, and to identify the factors that facilitate and hinder such a form of instruction in their schools. Being one of the first studies of STEM education in Saudi Arabia, this study elicits science teachers’ perceptions through the use of qualitative methodologies. The instruments include focus groups, teacher-reflection and an interview protocol. The study ends with recommendations that could lead to develop a professional development model of what science teachers need in terms of pedagogical content knowledge to enact STEM education in class. Index Terms—STEM education, science education, interdisciplinary, science teacher induction. I. INTRODUCTION The integration of Science, Technology, Engineering and Mathematics, known as STEM education, is a growing area in developed and developing countries [1], [2]. There is a widespread depiction of STEM education but there are various interpretations of what it actually entails. STEM education, in the focus of this study, aims to shift teaching practices from traditional lecture-based teaching into those that are inquiry, project-based and problem-based learning as a means to present interdisciplinary, meaningful learning experiences that could include two or more of the four main disciplines identified in STEM education. Within such interdisciplinary philosophy, deep conceptual understanding and what is termed as 21 st century skills could be developed [3]. Yet, research findings indicate that science and math teachers lack pedagogical knowledge and efficacy when it comes to STEM education [4], [5]. This has put Manuscript received March 25, 2015; revised June 5, 2015. demands and challenges on professional development (PD) providers to design programs that address teachers’ needs and introduces new concepts [6]. A. Context of STEM Education in Saudi Arabia Science and Mathematics in Saudi Arabia are taught from the first through tenth grade as compulsory subjects for all students (primary through middle school) in gender segregated schools in compliance with cultural principles [7]. In both the eleventh and twelfth grades (secondary stage), students are taught science and math only if they choose the scientific track. As in most countries, in the primary and middle schools, science is introduced as one subject where science classes and textbooks include biology, chemistry and physics content, while it starts in the tenth grade to branch out to specific subjects - biology, chemistry, physics and geology [8]. As for teacher education, teacher education programs are discipline-oriented, each in their silos. Science and math teachers are usually prepared through several teacher-education institutions. When it comes to implementation and teacher practices in schools after finalising educational programs, it is noticed that classroom teaching is mostly done independently as teachers prepare and deliver their lessons individually. This in itself sets the tone for a certain culture in the school of how teachers work and how they interact together within and across disciplines. It is not common, therefore, that science and math teachers, for example, sit together and identify cross- cutting content or skills. Accordingly, the three possible models of instruction of an interdisciplinary curriculum (parallel, cross-disciplinary and infusion) do not exist in current practices [9]. As for the practical side of science teaching, most schools, in general, are equipped with science labs where students can carry out hands-on activities. There is, however, no precise organisation or pre-set requirement plans to students' visits to the labs. Having said that, it is commonly perceived that labs are not utilized as expected or required by the curriculum. 51 © 2015 International Journal of Learning and Teaching doi: 10.18178/ijlt.1.1.51-54 International Journal of Learning and Teaching Vol. 1, No. 1, June 2015