Innovating STEM education: Teacher reflections on challenges, strategies, and development

Damyana Grancharova ()

International Journal of Emerging Trends in Social Sciences, 2024, vol. 17, issue 2, 37-45

Abstract: This study investigates the crucial role of teachers' perspectives in enhancing STEM education, specifically focusing on evaluating existing programs, identifying challenges, and proposing actionable improvements. A comprehensive survey was administered to gather detailed insights from teachers regarding the effectiveness of STEM educational materials and methodologies. The survey results reveal key areas requiring enhancement to better support student learning, particularly in the integration of science, technology, engineering, and mathematics within the curriculum. The findings indicate that incorporating teachers' feedback can lead to substantial improvements in teaching practices, professional development opportunities, and overall student outcomes. The study emphasizes the significance of inclusive education, the importance of hands-on and experiential learning, and the critical role of technology integration in modern STEM curricula. Additionally, it highlights the necessity for targeted professional development programs that are closely aligned with the specific needs and challenges identified by teachers. By applying the firsthand experiences and practical recommendations of teachers, this research aims to inform and influence curriculum development processes, ultimately fostering a more effective and equitable STEM education system. The practical implications of the study suggest that schools and educational institutions can overcome current barriers by adopting these recommendations, thereby improving the STEM learning experience and more effectively preparing students to face future challenges and seize opportunities in the rapidly evolving fields of science and technology.

Keywords: Learning effectiveness; STEM education; Survey; Teacher perspectives. (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:spi:ijetss:v:17:y:2024:i:2:p:37-45:id:836

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