Requirements for Saudi Science Teachers to Employ the Approach Based on The Integration of Science, Technology, Mathematics and Engineering in Science Teaching for The Secondary Stage

Alamri, Aziz Salem

doi:10.21608/jsrep.2022.236221

Requirements for Saudi Science Teachers to Employ the Approach Based on The Integration of Science, Technology, Mathematics and Engineering in Science Teaching for The Secondary Stage

Document Type : Original Article

Author

Aziz Salem Alamri

Department of Curriculum and Instruction, College of Education and Arts, University Tabuk

10.21608/jsrep.2022.236221

Abstract

The study aimed to reveal the requirements of Saudi science teachers to employ the approach based on the integration of science, technology, mathematics and engineering in science teaching for the secondary stage, and the obstacles to its activation. To achieve this goal, the descriptive approach was used with reliance on the questionnaire in collecting data, and the study sample consisted of male and female teachers of science subjects (mathematics, physics, chemistry, biology) in the city of Tabuk in the northwestern part of the Kingdom of Saudi Arabia. Only (63) of them were selected randomly. The study reached the following results: The approval of the methods that help the teacher to acquire the skills of using the STEM entrance in science teaching came higher than the hypothetical average and often corresponding to a level, that the most prominent tools and equipment required to use the STEM entrance in science teaching are: 3D printers, Then a program for STEM such as Geogebra Function Plotter, and robotics, that all the expressions of technical, educational and administrative obstacles to implementing effective teaching of science and mathematics according to the STEM approach came at a high level, that all educational obstacles to implementing effective teaching of science and mathematics according to the STEM approach came at a high level, and in In light of the results, the study recommended some recommendations, including: providing educational and technical resources that support teachers according to this approach and training them to use them so that they are able to employ them optimally, the need to overcome administrative difficulties related to the application of the STEM model and encourage teachers to apply it according to the available administrative capabilities.

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