Teacher readiness in STEM education: Voices of Indonesian Physics teachers

Abstract

STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct STEM learning is essential for its successful implementation. This study explores physics teachers’ readiness for STEM education using the Alignment, Capabilities, Engagement, or ACE, framework. Data collection is based on 101 teachers’ responses to six open-ended questions. Interestingly, all the teachers showed strong alignment with STEM education and how to implement it. Most of them have known STEM education as integrating technology, engineering, and mathematics to science (physics), but only about half of them have experience conducting STEM lessons. They have basic capabilities of identifying the possibilities of implementation in various physics curricula, such as motion, electricity, and fluids. However, in the online learning made necessary by the COVID-19 pandemic, the possibility of implementation is weakened. The teachers showed their engagement to explore more detail in designing and implementing STEM in their classrooms. Also reflected in the study was a significant challenge in terms of pedagogical and time management. Therefore, professional development in STEM education is essential to support teachers’ alignment, capabilities, and engagement to develop their readiness. As specific examples, STEM learning materials in motion, electricity, and fluids could help teachers understand the design and implementation of STEM education.

Training of future STEAM teachers: Comparison between primary degree students and secondary master's degree students

“…Despite this difference, it is important to highlight the high percentage of ignorance about the meaning of the STEM acronym shown by the students of the Technology specialty of the secondary education Master's degree: more than 67% did not know the meaning of STEM before participating in the seminar. These results influence the trend shown in previous research that underscores that the STEM concept is better known in educational research and not so much by future science teachers (Ortega-Torres, 2018) or that there is a "fluid perspective" according to the recent naming of Sulaeman et al (2022).…”

“…Responding to the previously raised question about who should assume the leadership of STEAM education, these students, as future teachers, should be the ones who lead the inclusion of STEAM projects in the didactic plans of the corresponding levels. Their role as future teachers in the implementation of these practices is key (Sulaeman, Efwinda & Putra, 2022) and therefore requires prior analysis.…”

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

“…Examples of experiments include electroplating, aquaponics technology, electrical installation, and others related to technology and engineering from elementary to high school levels. Although STEM implementation has been running for more than five years, only a few studies measure its success [4][5][6]. The previous study primarily used cognitive learning performance to measure the quality of its implementation [7,8].…”

Investigating STEM Career Content in Indonesian Science Junior High School Textbooks

“…Therefore, science teachers are motivated to improve their alignment to this integration (Sulaeman et al, 2022). STEM education helps learners to have necessary learning skills through the integration of STEM disciplines.…”

“…Previous research showed that it leads learners to meet innovations in science and technology (Sulaeman et al, 2022).…”