Teachers’ perceptions and practices of science, technology, engineering and mathematics education life sciences classrooms
| dc.contributor.advisor | Mafugu, T. | en_ZA |
| dc.contributor.advisor | Tsakeni, M. | en_ZA |
| dc.contributor.author | Nzimande, Enosancia Morongwenyane | |
| dc.date.accessioned | 2024-02-08T07:46:10Z | |
| dc.date.available | 2024-02-08T07:46:10Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed. (School for Mathematics, Natural Sciences and Technology Education), 2023 | en_ZA |
| dc.description.abstract | This study was motivated by an observed need for more comprehension of the integration of science, technology, engineering and mathematics education by teachers. To gain more insights into the research problem, this study explored teachers’ perceptions and practices of science, technology, engineering and mathematics education in life sciences classrooms. A conceptual framework of Constructivism and STEM education was used to guide the study. The study was conducted using a qualitative research approach, an interpretive paradigm and an exploratory case study design. Purposive sampling techniques were used to select three life science teachers who taught Grades 10-12 in different schools from Thabo Mofutsanyana District of the Free State Province of South Africa. Data were gathered by means of semi-structured interviews with the teachers, lesson observations, and document analysis to elicit teachers’ perceptions and practices of STEM education integration in life sciences. The data generated from the three instruments were triangulated and analysed thematically as guided by the subsidiary questions. Four themes were identified as teachers’ perceptions of STEM education, the practice of STEM education in life sciences classrooms, challenges encountered during STEM integration, and opportunities provided by proper instruction of STEM education. Four significant findings emerged. First, teachers were aware of STEM education and the integrative nature of the STEM disciplines. However, the second finding showed that they were inadequately prepared to incorporate STEM integration approaches in their teaching lessons. The teachers struggled to integrate STEM disciplines into their classroom practices. Regardless of their comprehension of STEM education, their classroom practices were divorced from what STEM integration demands. Thirdly, it emerged that teachers encountered many challenges regarding STEM education. Other than individual challenges experienced by teachers, such as a lack of pedagogical strategies and being under-prepared to implement STEM education integration, there were also contextual factors which inhibited proper instruction of STEM education. The contextual factors included a lack of resources to carry out successful experiments and design projects, frequent power outages in the area, and overcrowding of learners. The study recommends the provision of sufficient support through conducting relevant workshops. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12389 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | STEM education | en_ZA |
| dc.subject | constructivism learning theory | en_ZA |
| dc.subject | curriculum | en_ZA |
| dc.subject | interpretive paradigm | en_ZA |
| dc.title | Teachers’ perceptions and practices of science, technology, engineering and mathematics education life sciences classrooms | en_ZA |
| dc.type | Dissertation | en_ZA |