Teacher Perceptions of the New Mathematics and Science Curriculum: A Step Toward STEM Implementation in Saudi Arabia

Abstract

STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not as successful due to a lack of clarity in the description of its meaning, purpose and framework of application. Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications are still unclear for any intervention or modification in any of the subjects related to science, mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student centred investigation strategies and problem-based learning.

Teaching Challenges and Perceptions on STEM Implementation for Schools in Saudi Arabia

“…Moreover, they were relevant with the observational data obtained by observing different mathematics and science classes. These findings are in line with those provided in the study of Madani and Forawi (2019), according to which the new curricula implemented by the Saudi Ministry of Education were effective in developing meaningful connections between student's real life and educational experiences. This further involved the inclusion of new teaching strategies.…”

“…Findings of the study indicated a need to develop a professional model to analyse the lacking of the science teachers in terms of the pedagogical content that would promote the enactment of STEM education in classes. A similar study was conducted by Madani (2017) which investigated the teacher's perception and instructional practices with respect to the science and mathematics curricula as a positive step towards the implementation of STEM education in the educational system of Saudi Arabia. Findings of the study indicated certain level of haziness regarding the concept of STEM education in the educational curricula.…”

The Impact of Teaching by Using STEM Approach in The Development of Creative Thinking and Mathematical Achievement Among the Students of The Fourth Scientific Class

“…STEM changes the methods of teaching mathematics and school sciences, as students are fully immersed in scientific knowledge, skills, and mental habits, as students search for infor-mation for themselves, provide creative solutions to problems and think of sound scientific thinking. It also plays a role in changing the visions and goals of education, so that it becomes aimed towards achieving the comprehension of mathematics and science and their applications by all individuals, and not only for a class of elite [40][41][42][43][44].…”

Pedagogy and Information Technology Integration, As Strategies for Improving Academic Performance in Stem Subjects: A Critical Literature Review

“…There is extensive research in the area of STEM education and integration of ICT in schools across world divides; studies on Pedagogical Beliefs of Teachers on Use of ICT Integration in Teaching of STEM Subjects ( (Margot & Kettler, 2019;Madani & Forawi, 2019;(Kurup et al, 2019) point to absolute belief and intention of teachers to acquire the necessary skills through training and belief that in-service professional training will increase their capacity to positively influence learner performance. Additional research on Teachers' ICT Skills Gap on Use of ICT Integration in Teaching of STEM (Kurup et al, 2019;Gardner et al, 2018;Hennessy et al, 2010))Subjects show that skills gap exists among teachers across continents in terms of ICT skills and integration in their teaching pedagogy and that teacher training does not keenly focus on computer skills and especially those related to STEM teaching.…”

“…It was also indicated that teachers with a strong capacity to teach in their discipline are essential for the success of STEM practices. (Madani & Forawi, 2019) focused on Teacher Perceptions of the New Mathematics and Science Curriculum in Saudi Arabia and concluded that the new STEM curricula should attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student centered investigation strategies and problembased learning. (Leem et al, 2019) in a study on Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea posited that teachers' beliefs were consistently revealed the five factors of immediacy, interest, interactivity, instability and inconvenience.…”