Exploring Teachers' Perceived Needs for Quality STEM Learning Experiences (original) (raw)
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According to the CRS Report for Congress (Library of Congress, 2008), "there is a growing concern that the United States is not preparing a sufficient number of students to enter in the professions of science and engineering." This growing concern has motivated the creation of a discipline based on the integration of science, technology, engineering and mathematics known as STEM. The supporters of STEM education believe that this program has more benefits than the traditional system, an obsolete system that fails to capture students' interest in STEM subjects (Sanders, 2009). Unfortunately, there are barriers in successfully implementing STEM programs in K-12 education, including minimal STEM curriculum for teachers to use in integrating STEM approaches in their classrooms, a lack of efficient training to provide STEM teacher preparedness, and minimal, continuous STEM professional development programs (Nadelson et al., 2013). The study examined Minnesota teachers' understanding, training and perception of STEM education and its implementation. Additionally, the study examined how teachers perceived the need for continuous professional development in the effective implementation of STEM. Based on the literature and data collected in the study, the study acquired a positive inclination in research respondents' understanding of the purpose of STEM, their confidence in understanding, teaching and implementing STEM, how they rated the value of the STEM, development on STEM. The study also identified that more professional development programs inspiring STEM instruction should be designed to develop teachers' understanding and implementation of STEM integration.
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