An Investigation of Science And Mathematics Teachers’ Thoughts on STEM Education




High School, Qualitative Study, STEM Education


This study examines the views of high school physics, chemistry, biology, and mathematics teachers on STEM education. The research uses a phenomenological research design. The sample involved three public high schools and eight teachers. Participants had prior experience and knowledge of STEM education. The experience of the participating teachers ranged from approximately 9 to 30 years. Data for the study were collected using a semi-structured interview form. The interview form consists of eight questions. As a result of the analysis of the interviews, 8 themes and 67 codes were categorized. Results reveal that the implementation of STEM will greatly contribute to the development of students and teachers. Many teachers think that STEM applications will be extremely effective in creating an environment where teachers can be motivated, develop projects and discover their students’ talents. Results show that many teachers do not get enough information about STEM seminars held at universities. In addition, it reveals that teachers have problems with time, equipment and classroom control during STEM practices.


Download data is not yet available.


Metrics Loading ...




How to Cite

Gok, T. (2024). An Investigation of Science And Mathematics Teachers’ Thoughts on STEM Education. MIER Journal of Educational Studies Trends and Practices, 14(1), 1–20.





Aslan, F., & Bektas, O. (2019). Determination of pre-service science teachers’ views regarding STEM applications. MM-International Journal of Educational Sciences, 3(2), 17-50. DOI:

Aslan-Tutak, F., Akaygun, S., & Tezsezen, S. (2017). Collaboratively learning to teach STEM: Change in participating pre-service teachers’ awareness of STEM. Hacettepe University Journal of Education, 32(4), 794-816. DOI:

Blatt, L., Schunn, C. D., Votruba-Drzal, E., & Rottman, B. M. (2020). Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses. International Journal of STEM Education, 7(58), 1-25. DOI:

Breiner, J. M., Johnson, C. C., Harkness, S. S., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. DOI:

Brown, R. E., & Bogiages, C. A. (2019). Professional development through STEM integration: How early career math and science teachers respond to experiencing integrated STEM tasks. International Journal of Science and Mathematics Education, 17, 111-128. DOI:

Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J. L., & Rubenstein, L. D. (2014). STEM high school administrators’, teachers’, and students’ perceptions of curricular and instructional strategies and practices. Journal of Advanced Academics, 25(3), 272-306. DOI:

Bybee, R. W. (2010). What is STEM education? Science, 329, 996. DOI:

Chang, S. H., Yang, L. Y., Chen, C. H., Shih, C. C., Shu, Y., & Chen, Y. T. (2022). STEM education in academic achievement: a meta-analysis of its moderating effects. Interactive Learning Environments, 34(6), 1063- 1078. DOI:

Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: A typology and four models of integration. International Journal of Educational Management, 34(6), 1063-1078. DOI:

Creswell, J. W., & Creswell, J. D. (2017). Research design, qualitative, quantitative, and mixed methods approaches. SAGE Publication.

El-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM integration in schools: Views from in-service science teachers. EURASIA Journal of Mathematics Science and Technology Education, 13(6), 2459-2484. DOI:

Eroglu, S., & Bektas, O. (2016). Ideas of science teachers took STEM education about STEM-based activities. Journal of Qualitative Research in Education, 4(3), 43-67. DOI:

Fernandez-Cezar, R., Garrido, D. D., & Solano-Pinto, N. (1490). Do science, technology, engineering and mathematics (STEM) experimentation outreach programs affect attitudes towards mathematics and science? A quasi-experiment in primary education. Mathematics, 8(1490),1-14. DOI:

Fung, C. H., Poon, K. K., & Ng, S. P. (2022). Fostering student teachers’ 21st century skills by using flipped learning by teaching in STEM education. Science and Technology Education, 18(12). DOI:

Gok, T. (2021a). The determination of high school students’ attitude towards STEM. MIER Journal of Educational Studies, Trends and Practices, 11(1), 137-159. DOI:

Gok, T. (2021b). The development of the STEM (Science, Technology, Engineering, and Mathematics) attitude and motivation survey towards secondary school students. International Journal of Cognitive Research in Science, Engineering and Education, 9(1), 105-119. DOI:

Gok, T. (2022a). The evaluation of Anatolian high school and vocational and technical Anatolian high school students’ perspectives about STEM. Journal of National Education, 51(233), 501-520. DOI:

Gok, T. (2022b). An evaluation of middle school teachers’ thoughts on STEM education. International Journal of Technology in Education and Science,6(4),543-558. DOI:

Hacioglu, Y. (2021). The effect of STEM education on 21st-century skills: Preservice science teachers’ evaluations. Journal of STEAM Education, 4(2), 140-167.

Hasanah, U. (2020). Key definitions of STEM education: A literature review. Interdisciplinary Journal of Environmental and Science Education, 16(3),1-7. DOI:

Huang, B., Jong, M. S. Y., King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting secondary students’ twenty-first-century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology, 13, 903252. DOI:

Karakaya, F., & Yilmaz, M. (2022). Teachers’ views on assessment and evaluation methods in STEM education: A science course example. Journal of Pedagogical Research, 6(2), 61-71. DOI:

Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15, 587-605. DOI:

Landicho, C. J. (2020). Research attitudes, motivations, and challenges of STEM education researchers. International Journal of Technology in Education, 3(1), 49-61. DOI:

Leung, A. (2020). Boundary crossing pedagogy in STEM education. International Journal of STEM Education, 7(15), 1-11. DOI:

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7(11), 1-16. DOI:

Mcdonald, C. V. (2016). STEM education: A review of the contribution of the disciplines of science, technology, engineering, and mathematics. Science Education International, 27(4), 530-569.

Nguyen, T. P. L., Nguyen, T. H., & Tran, T. K. (2020). STEM education in secondary schools: Teachers’ perspective towards sustainable development. Sustainability, 12, 1-16. DOI:

Ozbilen, A. G. (2018). Teacher opinions and awareness about STEM education. Scientific Educational Studies, 2(1), 1-21.

Poonsin, T., & Jansoon, N. (2021). Integrated STEM with project-based learning implementation to enhance students’ creativity. In 2nd sea-stem international conference (sea-stem) (p. 112-115). Hat Yai, Thailand. DOI:

Rahman, N. A., Rosli, R., Rambely, A. S., Siregar, N. C., Capraro, M. M., & Capraro, R. M. (2022). Secondary school teachers’ perceptions of STEM pedagogical content knowledge. Journal on Mathematics Education,13(1),119-134. DOI:

Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(13), 1-16. DOI:

Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(8), 1-20. DOI:

Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2020). The effect of science, technology, engineering and mathematics (STEM) program on students’ achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education, 15(1), 1-12. DOI:

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing stu- dent 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6, 39. DOI:

Tunc, C., & Bagceci, B. (2021). Teachers’ views of the implementation of STEM approach in secondary schools and the effects on students. PedagogicalResearch,1-11. DOI:

Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning out- comes. International Journal of STEM Education, 7(36), 1-18. DOI:

Yaki, A. A., Saat, R. M., Sathasivam, R. V., & Zulnaidi, H. (2019). Enhancing science achievement utilizing an integrated STEM approach. Malaysian Journal of Learning and Instruction, 16(1), 181-205. DOI:

Yildirim, A., & Simsek, H. (2016). Qualitative research methods in social sciences (10th ed.). Seckin Publishing.