Abstract:

This paper investigates Science and Mathematics teachers’ attitudes and interests in teaching mathematics and science subjects by applying an integrative approach with project-based learning pedagogy and their perceived barriers and enablers to integrated STEM teaching. Fifty preparatory and secondary school teachers from Qatar public schools were enrolled in a short training course consisting of three modules (i) Knowledge about STEM integration, (ii) Project-Based Learning (Theory and Practice), and (iii) Implementing PBL in STEM classes. In the end, teachers were surveyed to reflect on their experiences and attitudes. Before the course, 13 of the teachers (26%) reported that they lacked enough knowledge about integrated STEM topics, 30% lacked the technical skills to design STEM activities, and never participated in project-based learning ones; 14% did not know how to use communication tools and 26% don’t know how to use collaboration tools such as google Workspace, We Transfer, google Doc, WebEx, etc.). Quantitative analysis of the post-training short survey identified eight major enablers perceived by teachers. These are in descending order of importance: Teachers’ training, more equipped labs, collaboration with higher education institutes, more emphasis on assessment of practical activities, more allotted time for STEM class activities, field visits, more lab space provided, and recruit more specialized lab technicians. Post-training Feedback indicated nearly 100% Satisfaction with the importance of the course and the need for continuous professional development.
Results on the difference in perception between different groups (gender, specialization, and school levels) are reported.

Keywords:

STEM Integration, Project-based Learning, Science, Mathematics, Barriers.