Needs Assessment: Integrating Localized Context-Based Stem Education Approach on Select Biology Topics across Subject Areas

Needs Assessment: Integrating Localized Context-Based Stem Education Approach on Select Biology Topics across Subject Areas

Liezel V. Patadilla-Naquines., Prof. Monera A. Salic-Hairulla, Phd*

Mindanao State University-Iligan Institute of Technology

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000453

Received: 12 August 2025; Accepted: 18 August 2025; Published: 16 September 2025

ABSTRACT

This study investigated the perceptions of the pre-service elementary education teachers on STEM education in Mindanao State University-Lanao del Norte Agricultural College. The study employed a descriptive survey design with qualitative support, utilizing questionnaires and semi-structured interviews to gather data from 54 purposively selected pre-service teachers. The findings revealed a predominantly positive perception of STEM education among the respondents, highlighting its importance in fostering innovation, problem-solving, and career readiness. However, the study also identified challenges in implementing STEM education, including a lack of clarity and coherence in STEM curricula, insufficient resources, and a need for more comprehensive teacher training. The study recommends a multi-faceted approach to effectively implement STEM education, involving curriculum development, resource allocation, teacher training, collaboration and mentorship, and institutional and community support. The study contributes to the growing body of research on STEM education, particularly in the context of pre-service teacher preparation.

Keywords: pre-service teachers, perceptions, STEM Education

INTRODUCTION

The increasing global focus on STEM (Science, Technology, Engineering, and Mathematics) education has created a demand for a technologically proficient and scientifically literate workforce. Pre-service teachers play a crucial role in shaping STEM learning experiences, as their perceptions and understanding of STEM significantly impact their teaching practices and student outcomes (English, 2016; NGSS Lead States, 2013; National Research Council, 2014). In the Philippines, STEM education is essential for addressing daily challenges and promoting economic growth. However, the country faces issues such as declining enrollment in science programs, low performance in international assessments (TIMSS and PISA), and a shortage of qualified STEM teachers (Malipot, 2022; Piimthong & Williams, 2018).

Research emphasizes the necessity for quality STEM education in the Philippines, advocating for strong investments in STEM, improved teacher preparation and retention, and enhanced scientific literacy among pre-service teachers. Nonetheless, misconceptions about STEM education among pre-service teachers pose a challenge, highlighting the need for a professional development program focused on the integration of STEM concepts (English, 2017; Radloff & Guzey, 2016; Pearson, 2017).

The literature review indicates that the evolution of STEM education is linked to technological advancements and has become an interdisciplinary approach since the 1990s (Bybee, 2010; Dugger, 2010; Rogers & Portsmore, 2004). This integrated teaching system fosters problem-solving skills and promotes connections between disciplines, essential for preparing educators to meet the demands of a knowledge-based society (Çorlu, 2012; Karakaya & Avgın, 2016). Effective STEM education requires not just a well-designed curriculum but also competent teachers with strong content knowledge and positive attitudes towards STEM (Keane & Keane, 2016; Park et al., 2016).

Research has identified key areas for improving pre-service teacher preparation, including the need for interdisciplinary thinking skills (Yildirim & Sidekli, 2018), effective pedagogical strategies (Capraro & Slough, 2013; Zhu, 2020), and the integration of modern technologies (Gunbatar & Bakirci, 2019; Sisman & Kucuk, 2019). Despite progress, challenges persist, such as a lack of clarity in curricula and insufficient understanding of STEM’s core characteristics among pre-service teachers. The current state of STEM pre-service teacher education remains fragmented, necessitating further research to unify trends and findings across various studies (Yildirim & Sidekli, 2018).   The understanding pre-service teachers’ perceptions of STEM education in the Philippines is crucial. The nation’s economic growth and ability to address its challenges hinge on a scientifically literate workforce, yet the country faces declining science enrollment, low performance in international assessments, and a shortage of qualified STEM teachers. While research highlights the need for improved teacher preparation and positive attitudes towards STEM, misconceptions among pre-service teachers remain a significant obstacle. Investigating these perceptions is therefore necessary in developing effective professional development programs, improving curricula, and ultimately ensuring the success of STEM education in the Philippines and fostering a future generation equipped to thrive in a technologically advanced world.

METHODOLOGY

The study employed a descriptive survey design, supplemented by qualitative methods, to explore the perceptions of the 54 pre-service teachers at Mindanao State University-Lanao del Norte Agricultural College regarding STEM education enrolled in the 1^st semester of the academic year 2024-2025. The primary aim was to identify the professional programs needed to enhance their knowledge and understanding of STEM. The researcher utilized adapted and modified questionnaires to collect necessary data, focusing on the respondents’ perceptions of STEM education, supported by semi-structured interview questions. Purposive sampling was employed to select respondents who met specific criteria, ensuring they were pre-service teachers residing in the selected locale and who voluntarily agreed to be part of the study.

Data collection utilized questionnaires divided into five parts: Part 1 focused on the demographic profile, Part 2 addressed perceptions of STEM education, and Part 3 comprised semi-structured interview questions to enrich the findings. The instruments were adapted from previous studies (Sutaphan & Yuenyong, 2021; Pimthong, 2018; Gubalane & Buan, 2023) and were subjected to construct and content validity checks by six experts in the field. A letter of permission was obtained from the original study’s authors, and pilot testing was conducted with 30 pre-service teachers to ensure the reliability of the questionnaire.

Finally, data collection was conducted face-to-face, with informed consent included in the questionnaires to ensure ethical participation. Permission to administer the questionnaire was also secured from the college chairperson. Responses were analyzed quantitatively, and thematic analysis was applied to open-ended questions from focus group discussions to identify key themes and insights related to the perceptions of STEM education among the respondents.

RESULTS AND DISCUSSIONS

Pre-Service Teachers’ Perceptions on STEM Education

This research explores pre-service teachers’ perceptions of STEM education, highlighting both its positive potential and the challenges to its implementation.

The study reveals a predominantly positive perception of STEM education among pre-service teachers, with strong support for its integration into the curriculum (weighted means ranging from 3.23 to 3.63). Pre-service teachers recognize STEM’s importance in fostering innovation, problem-solving, and career readiness, particularly its role in connecting science, technology, engineering, and mathematics (English, 2016; NGSS Lead States, 2013; National Research Council, 2014). They also highlight STEM’s relevance to modern education by emphasizing its connection to real-world skills and creativity. However, challenges exist, with concerns about the time-consuming nature of STEM implementation and the need for further development. The study suggests that while pre-service teachers believe in the value of STEM, efforts are needed to overcome implementation barriers and ensure that STEM opportunities are accessible and effective for all. This includes investing in teacher training, providing adequate resources, and creating interdisciplinary lessons that connect STEM fields to real-world problems. The findings also emphasize the potential of STEM to develop teamwork and communication skills, essential for the modern workforce.

Table 1 Perceptions of the Pre-Service Teachers on STEM Education

Legend: 1:00-1:75=Less Positive                              2:51-3:25=Moderately Positive

                1:76-2:50= Slightly Positive                      3:26-4:00=Highly Positive

Furthermore, the participants of the study have shared their knowledge and experiences on the questions given which will help to determine the knowledge and perceptions on STEM education. Focusing on their familiarity with STEM concepts, their experiences with STEM teaching approaches, and their perspectives on implementing STEM in the classroom.

In terms of their familiarity with the STEM education, the study found that pre-service teachers are generally familiar with the acronym STEM, but their understanding varies significantly. While some provided clear definitions and emphasized its interdisciplinary nature and real-world applications, others demonstrated a more basic level of knowledge. This highlights the need for tailored STEM education initiatives that cater to diverse prior knowledge and experience levels (Tomlinson, 2001).

The study further revealed different experiences with STEM teaching approaches. Many pre-service teachers expressed a lack of experience, indicating a need for more exposure to interdisciplinary learning and hands-on projects (English, 2017; Radloff & Guzey, 2016). The study also identified key indicators of STEM teaching, including hands-on experiments, problem-solving activities, interdisciplinary connections, real-world applications, collaborative projects, critical thinking exercises, and technology integration.

Pre-service teachers recognize the transformative potential of STEM education, highlighting its benefits in fostering engagement, critical thinking, problem-solving, collaboration, and communication skills (Bybee, 2010). However, they also acknowledge challenges, including resource constraints, a need for comprehensive teacher training, and the need to address diverse learning styles (National Research Council, 2012).

The study also emphasizes the need for future teachers to possess a multifaceted skill set that goes beyond subject-specific knowledge. They need to be adaptable, possess deep content knowledge and pedagogical expertise, utilize project-based learning, plan and present effectively, foster collaboration, communication, and critical thinking, integrate technology, and engage in continuous professional development and inclusive practices (Shulman, 1986; Piaget, 1964; Krajcik & Blumenfeld, 2006; Wiggins & McTighe, 2005; Christensen & Horn, 2008; Ladson-Billings, 1995).

The need for a multifaceted support system for future teachers to effectively implement STEM education was also mentioned by the respondents. This includes ongoing professional development focused on STEM-specific teaching methods and pedagogical strategies, access to resources and technology, collaborative support and mentorship, and institutional and community support (Darling-Hammond et al., 2017; Baker et al., 2018; Hattie, 2012; National Research Council, 2011). The need for a dynamic skillset and mindset that involves practical application, ongoing learning, and the ability to critically analyze information and adapt to new advancements (Bybee, 2010; National Research Council, 2012; Beers, 2011).

The study highlights the importance of practical, hands-on experiences, problem-solving tasks, and collaborative learning in fostering STEM literacy. Activities like hands-on experiments, projects, building activities, real-world problem-solving, and collaborative challenges are essential for developing and further advancing STEM literacy (National Academy of Engineering, 2008; National Science Board, 2010; OECD, 2015).

Qualitative Data Supporting the Participants Perception on STEM Education

In response to the questions, participants of the study have shared their insights, perceptions and experiences on the questions given which will help to determine the knowledge and perceptions on STEM education.

Familiarity to STEM Education

The global emphasis on STEM (Science, Technology, Engineering, and Mathematics) education has led to a growing demand for a technologically advanced and scientifically literate workforce. As future educators, pre-service teachers play a vital role in shaping the STEM learning experiences of their pre-service teachers. However, research suggests that pre-service teachers’ perceptions and understanding of STEM education significantly influence their teaching practices and student outcomes (English, 2016; NGSS Lead States, 2013; National Research Council, 2014).

STEM education, encompassing Science, Technology, Engineering, and Mathematics, has emerged as a crucial focus in contemporary educational discourse. Its interdisciplinary nature, emphasizing the interconnectedness of these fields, aims to cultivate a generation equipped with critical thinking, problem-solving, and innovative skills vital for navigating the complexities of the 21st century (Bybee, 2010). However, the extent of familiarity and understanding of STEM education varies significantly across populations. This exploration delves into the diverse perspectives and levels of comprehension surrounding STEM education, examining the nuances of understanding and the implications for educational practices. We will analyze the various levels of familiarity, from basic awareness of the acronym to a deeper understanding of its pedagogical approaches and real-world applications, drawing upon both empirical research and anecdotal evidence to provide a comprehensive overview. To determine the pre-service familiarity on STEM Education, the following themes were made:

Theme: General Awareness of STEM Education

This theme encompasses the general understanding and recognition of STEM education among respondents. Many participants affirm their familiarity with the acronym STEM, which stands for Science, Technology, Engineering, and Mathematics. The statements reflect a basic comprehension of the disciplines involved in STEM education and its significance in the educational landscape. Responses range from simple affirmations of familiarity to more comprehensive definitions that highlight the interdisciplinary nature of STEM learning and its role in developing critical thinking and problem-solving skills.

Pre-service teachers simply indicate their awareness by simply marking it yes, without any further information or explanation, this suggests basic level of knowledge on STEM education. The following pre-service teachers gave their simple affirmations of familiarity by answering “yes” (PS 2, 5, ….) and in-service teachers (IST1, IST2).

Furthermore, there were respondents who provided a clear and concise explanation of what STEM education entails, outlining its core components: Science, Technology, Engineering, and Mathematics. The following responses (PS30, PS43, PS50) go further to emphasize the interdisciplinary nature of STEM education and its focus on problem-solving and real-world applications.

Moreover, one pre-service teacher express familiarity and awareness of prevalence (PS 18): This response not only affirms familiarity but also highlights the widespread recognition of STEM education as a significant topic in the field of education.

The responses suggest that the individuals are generally familiar with STEM education, with some demonstrating a deeper understanding and ability to articulate its core concepts. However, the lack of detailed explanations in many responses indicates that a more in-depth discussion might be needed to fully grasp the individual’s understanding of STEM education and its implications.

Theme: Varied Levels of Familiarity and Understanding

Analysis of respondent self-reported familiarity with STEM education reveals a spectrum of understanding, ranging from complete unfamiliarity to superficial awareness. Several responses illustrate this variability: PS3’s “not really” explicitly indicates a lack of familiarity; PS6’s “a little bit” suggests partial comprehension; PS8’s “maybe” and PS13’s admission of limited understanding (“I am kinda familiar about it but I do not totally know what really it is”) reflect uncertainty and incomplete knowledge. Similarly, PS24 (“Yes, but not totally”) acknowledges some familiarity while simultaneously admitting significant knowledge gaps. Finally, PS45’s response (“Not, but I know the STEM stand for”) demonstrates recognition of the acronym without deeper conceptual understanding. This diversity in self-reported familiarity underscores the need for further investigation into the factors influencing STEM literacy and the effectiveness of current educational approaches in conveying a comprehensive understanding of STEM concepts.

The varied levels of familiarity with STEM education among respondents present significant implications for educators. These differences underscore the necessity for tailored STEM education initiatives that cater to diverse prior knowledge and experience levels. Implementing differentiated instruction, targeted resources, and individualized learning opportunities can enhance comprehension across all learners (Tomlinson, 2001). Furthermore, the identified misconceptions and knowledge gaps highlight the critical need for clear information dissemination and engaging learning experiences that address these issues (National Research Council, 2012).

The spectrum of understanding also indicates the importance of fostering a culture of continuous learning and development in STEM, requiring ongoing opportunities for individuals to enhance their knowledge and skills (Lai & Hwang, 2016). Additionally, limited understanding of STEM concepts suggests that educators should prioritize foundational knowledge in scientific principles, technology, and mathematics to establish a solid base for further exploration (Beers, 2011).

Finally, promoting STEM literacy is crucial, encompassing not only knowledge of STEM fields but also an understanding of their societal impacts, ethical considerations, and practical applications (Gonzalez & Kuenzi, 2012). This necessitates engaging learners in discussions about the broader implications of STEM, fostering critical thinking, and encouraging informed decision-making. Overall, these findings underscore the importance of a multifaceted approach to STEM education that addresses the diverse needs and levels of understanding within the population, enabling educators to create more effective and inclusive learning experiences.

 Pre-Service Teachers thoughts about implementing STEM teaching approach in the classroom

Bartels et al. (2019), shed light on the need for a more robust approach to introducing STEM education to pre-service elementary teachers. Their research found that many pre-service teachers lack the necessary background and confidence to effectively integrate STEM disciplines into their teaching. The study highlights the effectiveness of a collaborative approach, where math and science methods instructors co-teach a STEM unit, providing pre-service teachers with valuable experiences in planning and delivering integrated STEM lessons. The themes created highlighted the pre-service thoughts on the implementation of STEM teaching approach in the elementary classroom.

Theme: The transformative Potential of STEM Education, its benefits, challenges and implementation strategies

This theme encompasses the diverse perspectives on STEM education expressed by the pre-service teachers responds. The responses highlight the significant benefits, acknowledge potential challenges, and offer suggestions for successful implementation.

Enhanced Learning and Skill Development

In this aspect, pre-service teachers believed that implementing STEM education in the elementary education curriculum leads to an engaging and relevant activities (PS4) which will help learning process more meaningful and authentic.

Moreover, several pre-service teachers echo this sentiment, emphasizing that STEM’s hands-on nature and real-world connections make learning more exciting and meaningful (PS3, PS4, PS18, PS21, PS22, PS30, PS34, PS38, PS40, PS45, PS46).

On the other, pre-service teachers also indicated that implementing STEM education approach leads to the development of both critical and thinking and problem-solving skills. As noted by PS2, “Implementing STEM in the classroom fosters curiosity, creativity, and critical thinking.” This core benefit is repeatedly mentioned (PS3, PS9, PS12, PS13, PS14, PS30, PS31, PS32, PS33, PS36, PS39, PS44, PS47, PS48, PS54), emphasizing the development of essential 21st-century skills.

Collaboration and communication are other skills that will be developed as revealed by the pre-service teachers. As mentioned by PS30, saying that “Many STEM activities require students to work together, promoting teamwork and communication skills.” The collaborative nature of STEM projects is further highlighted as a significant advantage (PS12, PS31, PS32, PS54), fostering teamwork and communication skills crucial in various settings.

The statements highlight a significant implication for elementary education: a shift towards a more engaging and relevant learning experience that fosters essential 21st-century skills. Pre-service teachers recognize the potential of STEM education to transform traditional classrooms by incorporating hands-on activities, real-world problem-solving, and collaborative learning. This approach not only makes learning more meaningful and authentic for students but also equips them with critical thinking, problem-solving, teamwork, and communication skills – all of which are highly valued in today’s world ((“Promoting STEM education in elementary school,” 2024).

This shift suggests a need for a more holistic approach to education that goes beyond rote memorization and focuses on developing skills that are transferable across disciplines and applicable to real-world situations. The enthusiasm of pre-service teachers for STEM education underscores a growing understanding that traditional methods may not be sufficient to prepare students for the challenges and opportunities of the 21st century. Furthermore, the emphasis on collaboration and communication within STEM activities points to the importance of developing social and emotional skills alongside academic knowledge. This integrated approach to learning holds the potential to create a more engaging and effective educational experience for students, ultimately leading to a more prepared and successful workforce (Adams et al., 2014 and English, 2017).

Preparing Students for the Future

In today’s rapidly evolving world, the importance of preparing students for future challenges cannot be overstated. As educational landscapes shift to meet the demands of an increasingly complex job market, the integration of Science, Technology, Engineering, and Mathematics (STEM) education emerges as a crucial component in fostering career readiness among students (PS11, PS12, PS39).

Furthermore, several pre-service teachers (PS44, PS48, PS52) emphasize the critical role of STEM education in equipping students with a diverse array of skills that are increasingly in demand in today’s competitive job market. They recognize that the modern workforce values not only technical knowledge but also a suite of soft skills, including critical thinking, creativity, collaboration, and effective communication. By integrating STEM principles into the curriculum, educators can cultivate these essential competencies, preparing students to navigate complex challenges and innovate in various fields.

The pre-service teachers highlight that STEM education fosters an environment where students are encouraged to explore, experiment, and develop solutions to real-world problems. This hands-on approach not only enhances students’ understanding of scientific and mathematical concepts but also nurtures their ability to think critically and approach problems analytically. As industries continue to evolve with advancements in technology and globalization, employers are increasingly seeking individuals who can adapt, think outside the box, and work effectively in teams.

Moreover, the emphasis on STEM education aligns with the growing trend towards interdisciplinary learning, where students can draw connections between different subjects and apply their knowledge in practical contexts. This interconnected approach not only makes learning more engaging and relevant but also empowers students to become lifelong learners, equipped to thrive in an ever-changing professional landscape. Ultimately, the insights of these pre-service teachers underscore the necessity of prioritizing STEM education as a foundational element in preparing students for successful careers in a dynamic and technologically driven world.       As mentioned by PS5 that in STEM education, you can present students with a real-world problem and guide them through the process of investigating, hypothesizing, testing, and explaining their solutions. This approach, connecting classroom learning to real-world scenarios, is viewed as highly beneficial (PS26, PS36, PS40).

Benefits and Challenges of Applying and Implementing Teaching Approach

Different teaching approaches offer unique benefits and present distinct challenges. The optimal approach often depends on factors such as the subject matter, student demographics, available resources, and the instructor’s teaching philosophy. There is no single “best” method, and a blended approach is often most effective.

Theme: The Transformative Potential of STEM Education: Balancing Benefits and Challenges

The comprehensive theme emerging from the provided statements is the transformative potential of STEM (Science, Technology, Engineering, and Mathematics) education, highlighting its significant benefits while acknowledging the considerable challenges in its implementation. This theme can be broken down into several key subthemes:

Enhanced Skills and Knowledge Acquisition

This subtheme focuses on the positive impact of STEM education on students’ cognitive abilities and future prospects. PS 1 states it “enhances mathematical solving capacity,” while PS 30 highlights “enhanced critical thinking and problem-solving skills. Moreover, several statements from the pre-service teachers  emphasize the development of critical thinking (PS 2, PS 3, PS 7, PS 11, PS 13, PS 14, PS 22, PS 30, PS 31, PS 33, PS 36, PS 38, PS 41, PS 43, PS 51, PS 52), problem-solving skills (PS 2, PS 3, PS 4, PS 7, PS 11, PS 13, PS 14, PS 22, PS 30, PS 31, PS 33, PS 36, PS 38, PS 41, PS 51, PS 52), creativity (PS 2, PS 3, PS 11, PS 14, PS 20, PS 30, PS 31, PS 36, PS 50, PS 52), and collaboration (PS 2, PS 11, PS 30, PS 31, PS 36, PS 52). Statements also highlight improved mathematical and scientific understanding (PS 1), career readiness (PS 2, PS 4, PS 12, PS 14, PS 17, PS 19, PS 30, PS 33, PS 36, PS 40, PS 51, PS 52, PS 53), and the development of 21st-century skills (PS 14, PS 26, PS 30, PS 51). PS 43 beautifully illustrates the connection between theoretical concepts and real-world applications, fostering a deeper understanding. Additionally, PS 12 and PS 40, mention that STEM education equips students with skills needed for high-demand careers.

Challenges in Implementation

This subtheme addresses the obstacles encountered when implementing STEM teaching approaches. Resource constraints represent a significant barrier to the effective implementation of STEM education, as highlighted in various statements that stress the necessity for adequate funding and materials (PS 26 and PS 44). Insufficient resources can hinder the development of engaging and hands-on learning experiences that are essential for fostering student interest and competence in STEM fields. Moreover, the need for comprehensive teacher training and professional development is critical to equipping educators with the skills necessary to deliver effective STEM instruction. As indicated in PS 11 and PS 50, teachers often require additional training to navigate the complexities of STEM pedagogy and to integrate innovative teaching practices into their classrooms. This integration poses its own challenges, as incorporating STEM education across existing curricula demands thoughtful curriculum design and alignment, as noted in both PS 11 and PS 44. Additionally, addressing the diverse learning styles of students, as discussed in PS 22, is paramount for ensuring that all learners can engage with and benefit from STEM education. The variability in students’ learning preferences necessitates differentiated instructional strategies that can accommodate a wide range of abilities and backgrounds, thereby making it essential for educators to receive targeted training and resources that support such diversity in the classroom. Collectively, these factors underscore the need for a multifaceted approach to enhance the effectiveness of STEM education.

The Role of Engagement and Hands-on Learning

Another subtheme emerges from the responses of the pre-service teacher when they are asked on the benefits and challenges in implementing STEM education approach in the classroom. Several statements emphasize the importance of engaging, hands-on learning experiences in STEM education (PS 4, PS 8, PS 14, PS 21, PS 26, PS 30, PS 34, PS 35, PS 37, PS 52, PS 53). This approach is seen as crucial for making learning more meaningful, fostering deeper understanding, and promoting active participation. As PS 43 emphasizes the importance of connecting classroom lessons to real-world problems, which fosters critical thinking and relevance in education.

The statements reveal a strong consensus on the transformative power of STEM education in equipping students with essential skills for the 21st century. However, the significant challenges associated with its implementation cannot be ignored. Successfully implementing STEM education requires a multi-faceted approach addressing teacher training, resource allocation, curriculum development, and assessment strategies. Overcoming these challenges necessitates collaboration among educators, policymakers, and communities to create supportive learning environments that provide equitable access to high-quality STEM education for all students. The emphasis on hands-on learning and the acceptance of failure as a learning opportunity are vital components of a successful STEM program. Future research should focus on developing effective strategies to overcome the identified challenges and maximize the benefits of STEM education for all learners.

Knowledge that Future Teacher Needs to effectively implement STEM teaching in Classroom

Future teachers need a multifaceted understanding to effectively implement STEM education in the classroom, which goes beyond mere subject-specific knowledge. This includes a strong grasp of individual STEM disciplines and their interconnectedness, as highlighted by Bybee (2010). Educators must also adopt pedagogical approaches that support diverse learning styles, such as constructivist and inquiry-based learning theories (Piaget, 1964; Krajcik & Blumenfeld, 2006). Additionally, authentic assessment methods are necessary for evaluating students’ problem-solving and critical thinking skills (Wiggins & McTighe, 2005). The integration of technology into STEM teaching is crucial for enhancing student engagement and fostering digital literacy (Christensen & Horn, 2008). Lastly, addressing equity and inclusion in STEM education is essential, as culturally responsive teaching practices ensure that all students have equal opportunities to succeed (Ladson-Billings, 1995). Collectively, these elements form a comprehensive framework for preparing future educators to implement effective STEM teaching strategies. Thus, the following themes and subthemes were formulated:

Theme: Essential Competencies for Future STEM Educators

The theme of the responses to the question about the knowledge a future teacher needs to effectively implement STEM teaching in class revolves around the integration of content knowledge, pedagogical skills, and technological proficiency. Future teachers need a broad skill set that encompasses not only mastery of STEM subjects but also the ability to create engaging, hands-on, and inquiry-based learning experiences. Additionally, they must understand how to incorporate real-world applications and foster collaboration, creativity, and critical thinking in their pre-service teachers. From this major theme, subthemes were formulated for better understanding on the theme:

Flexibility and Adaptability

On this subtheme, pre-service teachers emphasizes that flexibility and adaptability are important abilities that future must possess in order to implement STEM education approach in the classroom. As PS1 mentioned, flexibility to adapt to new demands of STEM in technology and innovation is a must. This remains crucial, highlighting the need for teachers to embrace evolving technologies and pedagogical approaches within the STEM field. It can also be added, what PS35 stated that, to implement a STEM effectively, future teacher must understand how to use it responsively, intentionally, and with fidelity. This emphasizes the responsible and ethical application of STEM principles and technologies in the classroom.

Engagement and Holistic Learning

The statements (PS 2, PS 17, PS 50) converge on a crucial aspect of effective STEM education: fostering genuine engagement and promoting holistic learning. PS 2 (“Implementing STEM in the classroom fosters curiosity, creativity and critical thinking. Hands-on experiments and real-world applications enhance engagement and understanding. Interdisciplinary connections encourage holistic learning.”) establishes the foundational argument. Effective STEM instruction transcends rote memorization; it cultivates a deeper understanding through active participation and real-world application. This aligns with constructivist learning theories, emphasizing the learner’s active role in constructing knowledge (Piaget, 1936).

Moreover, PS 17 mentioned that STEM teaching can be used to relate science to learners’ daily lives. This provides practical strategies to achieve this engagement. Connecting abstract concepts to students’ everyday experiences makes learning more relevant and meaningful. Hands-on activities, group work, and authentic learning tasks encourage active participation and collaborative learning, fostering critical thinking and problem-solving skills. These methods are consistent with experiential learning theories, which emphasize learning through doing (Kolb, 1984).

This emphasizes the affective dimension of learning. Positive emotions, such as excitement and enjoyment, are crucial for motivation and sustained engagement. Creating a stimulating and enjoyable learning environment is not merely desirable; it’s essential for maximizing student learning and fostering a lifelong appreciation for STEM. This aligns with research on the impact of positive emotions on cognitive processes and learning outcomes (Fredrickson, 2001).

Deep Content Knowledge and Pedagogical Expertise

Several citations (PS 3, PS 4, PS 20, PS 21, PS 27, PS 29, PS 34, PS 36, PS 38, PS 40, PS 43, PS 44, PS 47, PS 48, PS 49, PS 52, PS 53, PS 54) highlight the indispensable link between strong content knowledge and effective pedagogical strategies in STEM education. Simply possessing subject matter expertise is insufficient; teachers must also possess pedagogical content knowledge (Shulman, 1986), which is the understanding of how to effectively teach specific subject matter.

PS 27, PS 40 further emphasize the interconnectedness of STEM disciplines. Effective STEM instruction moves beyond compartmentalized learning, fostering an understanding of the relationships between science, technology, engineering, and mathematics. This integrated approach mirrors real-world applications of STEM, where problems are often solved through interdisciplinary collaboration.

The emphasis on inquiry-based learning (PS 14, PS 27, PS 44) reflects the shift towards student-centered learning. Inquiry-based approaches encourage students to actively construct their understanding through investigation and experimentation, developing critical thinking and problem-solving skills in the process. This aligns with constructivist learning theories (Piaget, 1936) and emphasizes the importance of active learning. This highlights the importance of effective communication and articulation of complex STEM concepts. Teachers must be able to translate complex ideas into accessible and engaging learning experiences for students of diverse backgrounds and learning styles.

Skill Development through Project-Based Learning

Several            statements (PS 5, PS 14, PS 44) strongly advocate for project-based learning as a powerful pedagogical approach for developing essential 21st-century skills. Project-based learning provides opportunities for students to apply their knowledge and skills to real-world problems, fostering critical thinking, problem-solving, and collaboration (Thomas, 2000). PS 14 specifically highlights the importance of inquiry-based and project-based learning, emphasizing their role in developing deep understanding and practical skills. The emphasis on project-based learning aligns with the growing recognition of the importance of developing skills such as collaboration, communication, and critical thinking, which are highly valued in today’s workforce.

Effective Planning and Presentation

While seemingly straightforward, effective planning and presentation (PS6, PS8) are fundamental to successful STEM instruction. Careful planning ensures that learning objectives are clearly defined, activities are sequenced logically, and assessments are aligned with learning goals. Effective presentation involves clear communication of concepts, engaging delivery, and the use of appropriate instructional materials and technologies. These aspects are crucial for maximizing student learning and creating a positive learning environment.

Collaboration, Communication, and Critical Thinking

The emphasis on collaboration, communication, and critical thinking (PS 7, PS 10, PS 11, PS 14, PS 27, PS 41, PS 44) reflects the shift towards developing 21st-century skills. STEM education is not just about acquiring content knowledge; it’s about developing the skills necessary to thrive in a complex and rapidly changing world. Collaboration is essential for solving complex problems, communication is crucial for sharing ideas and working effectively in teams, and critical thinking is essential for analyzing information, evaluating arguments, and making informed decisions. These skills are highly valued by employers and are crucial for success in many fields.

Technology Integration and Resourcefulness

The importance of technology integration and resourcefulness (PS 10, PS 11, PS 27, PS 33, PS 43, PS 44, PS 47) cannot be overstated. Technology offers powerful tools for enhancing learning, providing access to information, and facilitating interactive and engaging learning experiences. However, effective technology integration requires careful planning and pedagogical expertise. Teachers must be able to select and use technology appropriately, ensuring that it enhances rather than detracts from the learning experience. Resourcefulness is also essential, as teachers must be able to find and utilize appropriate resources to support their teaching and student learning.

Continuous Professional Development and Inclusive Practices

Finally, continuous professional development and inclusive practices (PS 11, PS 23, PS 27, PS 32, PS 35, PS 51, PS 52) are essential for ensuring that STEM education remains relevant, effective, and equitable. The field of STEM is constantly evolving, and teachers must engage in ongoing professional development to stay current with new research, technologies, and pedagogical approaches. Inclusive practices are also crucial for ensuring that all students have the opportunity to succeed in STEM, regardless of their background or learning style. This requires teachers to be aware of and address issues of equity and access in STEM education.

The effective implementation of STEM education requires future teachers to develop a multifaceted skill set that includes adaptability, comprehensive knowledge, engaging teaching strategies, project-based learning, effective planning, collaboration, continuous professional development, and inclusive teaching practices. This holistic approach will prepare educators to create dynamic and effective learning environments that foster student success in STEM fields.

CONCLUSION AND RECOMMENDATIONS

The study concludes that pre-service teachers have a positive perception of STEM education but face challenges in implementing it effectively. The study recommends a multi-faceted approach to address these challenges, including curriculum development, resource allocation, teacher training, collaboration and mentorship, and institutional and community support. By addressing these recommendations, we can create a more supportive and effective environment for STEM education, preparing future teachers to effectively implement STEM in the classroom and inspire the next generation of innovators and problem-solvers.

Focusing on their familiarity with STEM concepts, their experiences with STEM teaching approaches, and their perspectives on implementing STEM in the classroom. The study reveals a spectrum of understanding, with some teachers demonstrating strong familiarity while others express a lack of experience (English, 2016; NGSS Lead States, 2013; National Research Council, 2014).

The result highlights the importance of hands-on learning, problem-solving, and critical thinking in fostering STEM literacy (Bybee, 2010; National Research Council, 2012). It also emphasizes the need for comprehensive support for future teachers, including ongoing professional development, access to resources, collaborative opportunities, and institutional backing (Darling-Hammond et al., 2017; Baker et al., 2018; Hattie, 2012; National Research Council, 2011).

Ultimately, the results further emphasize the crucial role of STEM education in preparing students for the challenges of the 21st century and the need to equip future teachers with the necessary skills and support to effectively implement STEM in their classrooms (Adams et al., 2014; English, 2017; “Promoting STEM education in elementary school,” 2024).

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