Obstacles That Limit the Implementation of STEM Approach in Science Education from Teachers’ Point View

Abstract

The current study aims to reveal the obstacles that limit the implementation of STEM integrated approach in science education in Sultanate of Oman, and investigate the impact of gender variable in exisestance of these obstacles. To achieve the aims of the study, the descriptive approach was used and a questionnaire as a data collection tool which is divided into three parts: obstacles related to the teachers in implementing STEM that included 13 items, obstacles related to the learning environment that included 11 items, and obstacles related to the content that included 12 items. After verifying the validity and reliability, the questionnaire was applied to the sample which was chosen purposively and consisted of 117 science teachers have a training to apply STEM in their schools. The findings showed the degree of obstacles lies between high to medium. The third part (obstacles related to content) ranked first with an average of 3.51 with a high degree, followed by the second part (obstacles related to the learning environment) in the second rank with an average of 3.31 with a medium degree, and finally the first part (obstacles related to the teacher) with an average of 2.77 and medium degree. Also, there were no statistical significance between averages due to the variable of gender (male/female). In the light of these findings, the study recommends that the science curricula should be developed through STEM approach. Also, supporting classrooms with materials and tools that help students to apply lessons according to STEM, and developing the performance of science teachers by providing intensive training courses on the ideal application of STEM in teaching science.