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Becoming A Teacher With A Bachelor's Degree – Integrated STEM education is the combination of science, technology, engineering and mathematics in one course and the connection of real-world problems that connect these four disciplines (Moore, Johnson, Peters-Burton, & Guzey, 2016). Despite its many benefits in teaching and learning, integrated STEM education is still not implemented in schools or in teachers’ practices. This study aims to identify the willingness, knowledge and practice of teachers for the integration of STEM education in teaching. The survey was conducted offline and online including 107 teachers. Respondents were obtained through convenient random sampling. A 4-point likert scale is based on a self-administered questionnaire consisting of 5 items namely frequency, performance, value, knowledge and attitude (
). Data were analyzed and interpreted. The results show that teachers have moderate skills in integrating STEM in their teaching and learning and rarely integrate STEM education in their preparation for teaching. However, they showed signs of a positive attitude towards STEM implementation and are well aware of the importance and benefits of STEM for students to acquire 21st century skills. This study shared some insight into the views of -teachers regarding the implementation of integrated STEM education in Malaysian secondary schools.
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Integrated STEM emphasizes the integration of other subjects (social sciences, arts and humanities) in mathematics and science education. Integrated STEM focuses on real-life situations to be implemented in hands-on learning programs for students that enable students to be creative and think critically and to be confident in applying organizational design to their learning (Moore et al., 2016). It is believed that the integration of content in the scientific and / or mathematical process with the content of technology and / or engineering is defined as Integrative STEM. Although it is a continuation of traditional teaching methods that focus on teaching different STEM subjects, teachers need to support the knowledge and teaching methods that best support STEM education (Sanders, 2009). This is to ensure that teachers can be developed and incorporate STEM teaching methods in teaching. Although it is a continuation of traditional teaching methods that focus on teaching different STEM subjects, teachers must be equipped with knowledge and teaching methods that best support STEM education. This is to ensure that teachers can be developed and incorporate STEM teaching methods in their classrooms.
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Many countries in the world are very concerned about the integration of STEM in their education system as they believe that STEM skills are very important for the global economy. Therefore, according to the requirements of 21
Century education, the education system in Malaysia focuses on science, technology, engineering and mathematics (STEM) to produce citizens with innovative thinking who can compete in the global vision in the future ( Ministry and Education, 2012). Therefore, the skills and competence of teachers was one of the initiatives in the Malaysian Blueprint 2013-2025.
Despite its many benefits for teaching and learning, integrated STEM education is not widely implemented in schools or by teachers. Teachers in Malaysia are trained to ensure that students are able to understand and learn the skills for each subject during their coursework so that it can be applied to exams. In their understanding, teaching methods that emphasize the amount of knowledge is true or one correct solution for each question in each STEM subject is considered effective and has been shown to improve children’s book achievement. However, to blame only the teaching behavior of the teachers is wrong and incorrect because they have been exposed to the field of engineering design.
Although teachers know that integrated STEM provides exposure to solving real-world problems that involve the field of engineering and technology to solve the problem, teachers found that STEM education is difficult to apply as providing instructions or modules are still rare. . Previous studies agree that STEM education provides meaningful learning opportunities in contexts (Kezar & Elrod, 2012; Tseng, Chang, Lai, & Chen, 2013) and increased awareness among teachers to improve the quality of – their learning. Therefore, it is important that teachers be a revolutionary process in the implementation of STEM education, which helps to promote this important skill to the next generation. Teachers should be physically and mentally prepared to help students understand the relationship between STEM skills and real world problems such as natural disasters and epidemics. look for experts with good ideas to come up with a good defense plan. Therefore, young people should be trained to develop strong thinking and creativity to be able to face these kinds of obstacles in the future.
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In fact, countries such as the United States of America, Korea and Singapore have taken a positive step by providing training to their working teachers in an effort to integrate STEM education into schools. Although Malaysia has started to take important steps to implement STEM in teaching and learning, teachers are still not aware of STEM due to lack of exposure. Therefore, teacher education programs should include materials prepared for scientific research, mathematical thinking and reasoning, engineering design and 21st century skills (Bunyamin & Finley, 2016). A study of students’ science skills shows an increase when teachers are exposed to STEM integration in teaching and learning with the help of the EnsciT module (Lilia, Ahmad, Abdullah, & Meerah, 2012). From this point of view, this study aims to determine how prepared teachers are for teaching and learning STEM.
Confusion has arisen in STEM as STEM education has been described in many ways as isolated, isolated and focused only on science and mathematics (Breiner, Harkness, Johnson & Koehler, 2012; Wang, Moore, Roehrig & Park , 2011; Sanders, 2009). It has been emphasized that STEM must refer to intervention or instruction (Bybee, 2010) to be possible.
“STEM education is a multidisciplinary approach to learning where rigorous academic concepts are combined with real-world learning as students engage in science, technology, engineering and mathematics in contexts that make connections between schools, communities, jobs and companies around the world that support the development of STEM educated People who can compete in the new economy”
The teacher should know that the implementation of STEM in teaching does not need to include all STEM disciplines at the same time (Kelly & Knowles, 2016), which reveals that the connection of skills between the disciplines of STEM is more important. These exposures help students apply their knowledge and problem-solving skills to relate student learning experiences to real-life events. Therefore, fostering higher order thinking skills that lead students to be critical and innovative. To achieve this, teachers need to be flexible to adapt their experience and skills to the new world. It is expected that the teachers manage to increase their readiness in the implementation of STEM and to prepare it with good knowledge and skills to avoid any technical failure that occurred during the implementation of the Teaching of Mathematics and Science with English (PPSMI) and who went last year. . The reason for setting up PPSMI is because teachers are comfortable using their native language to teach and have little English language skills (Asri, Ahmad, S., & Asliaty, 2011). The teachers were not assigned as implementers in sufficient time to know and familiarize themselves with the proposed new system. As a result, the implementation process of the new reformed teaching and learning system was affected and lost its effectiveness.
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Confusion in STEM has arisen as STEM education is described in many ways as isolated, isolated and focused only on science and mathematics (Breiner et al., 2012; Sanders, 2009; Wang et al. , 2011). ). STEM education is a multidisciplinary approach that focuses on connecting science to real-world problems, especially when students apply science, technology, engineering and mathematics to solve problems related to -school. , community and global issues (Bybee, 2010; Morrison & Raymond Barlett, 2009; Tsupros, 2009).
The teacher should know that the implementation of STEM in teaching does not need to include all STEM disciplines at the same time (Kelly & Knowles, 2016), which reveals that the connection of skills between the disciplines of STEM is more important. These exposures help students apply their knowledge and problem-solving skills to relate student learning experiences to real-life events. Therefore, fostering higher order thinking skills that lead students to be critical and innovative. To achieve this, teachers need to be flexible to adapt their experience and skills to the new world. It is hoped that teachers can improve their readiness for STEM implementation by obtaining more information about teaching aids and activities suitable for the integration of STEM. The teacher must be prepared with good knowledge and skills to avoid any technical failure that occurred during the implementation of the Mathematics and Science in English (PPSMI) course in previous years. The reason for setting up PPSMI is because teachers are comfortable using their mother tongue to give instruction and have little English language skills (Asri et al., 2011). Teachers as implementers are not given enough time to know and familiarize themselves with this
