The purpose of this study was to explore the perception of science teachers in public schools in Jordan towards science, technology, engineering, and mathematics (STEM) learning. Adopting the quantitative approach, the researchers of this study used a questionnaire comprehending (30) consistent items, prechecked for validity and reliability, subdivided into two domains. The first domain revealed teachers perceptions of STEM trends in science teaching, and the second domain revealed faculty members knowledge of teaching requirements incorporating STEM in science learning. The participants in the study consisted of a simple random sample of (750) male and female teachers from public schools in the Jordanian Ministry of Education during the second semester of the year 2020/2021. Study data were analyzed using SPSS. The results of the study showed that the perceptions of science teachers of the public schools of the Ministry of Education in Jordan towards science, technology, engineering, and mathematics (STEM) learning came at a high level, with a total mean of (2.51) and a standard deviation of (0.46). They also demonstrated a high level of knowledge of the requirements of science teaching using STEM. Besides, study findings showed that Science teachers’ perception relative to the variables of gender (for female) and teaching experience (from 5 years - to less than 10 years of experience category of men and women Science teachers). Nonetheless, there were no statistically significant differences amongst men and women Science teachers relative to the Educational level variable. The study recommended the importance of activating the role of science teachers to use the science, technology, engineering, and mathematics (STEM) approach.
Rajeh Alsalhi, Najeh; Abdelhafez Al Qawasmi, Abdellateef; Shehadeh Al Arabi, Khalil; and Adel Al-Zubaidi, Nancy
"Science Teachers’ Perceptions towards Science, Technology, Engineering, and Mathematics (STEM) Learning: A case study in Jordan,"
Information Sciences Letters: Vol. 11
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Available at: https://digitalcommons.aaru.edu.jo/isl/vol11/iss3/20