Primary School Teachers' Perception of STEM Integration in Turkey: A Q-Methodological Study

IF 3.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2025-08-02 DOI:10.1111/ejed.70190

Hasan Zuhtu Okulu, Alper Yorulmaz, Halil Cokcaliskan

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引用次数: 0

Abstract

Integration is a key element in science, technology, engineering and mathematics (STEM) education. Connecting domain-specific or shared knowledge and skills within a course, unit or curriculum based on real-life contexts is crucial for STEM integration. The success of STEM education depends on teachers' perceptions of the integration. This study used Q methodology to determine perceptions of primary school teachers about STEM integration. The study group comprised primary school teachers (n = 28) who had completed in-service training programmes for STEM education in Turkey. The Q-set—a data collection tool comprising 23 items—was applied to the study group. Teachers' perceptions were categorised as interrelated STEM integration for real-life contexts, merging content knowledge focused STEM integration, science and mathematics focused interrelated STEM integration and interdisciplinary STEM integration. The participants showed a tendency to integrate real-life contexts and interrelated STEM knowledge in classrooms and did not adopt a single discipline-oriented teaching approach. They were limited in their efforts toward engineering-oriented/supported integration.

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土耳其小学教师对STEM整合的认知：一项q方法研究

整合是科学、技术、工程和数学（STEM）教育的关键要素。在课程、单元或课程中基于现实环境连接特定领域或共享的知识和技能对于STEM整合至关重要。STEM教育的成功取决于教师对整合的看法。本研究使用Q方法来确定小学教师对STEM整合的看法。研究小组由小学教师组成（n = 28），他们在土耳其完成了STEM教育的在职培训项目。q集（包括23个项目的数据收集工具）应用于研究组。教师的看法被归类为现实生活背景下的相关STEM整合、以内容知识为重点的STEM整合、以科学和数学为重点的相关STEM整合和跨学科STEM整合。参与者倾向于在课堂上整合现实生活背景和相关的STEM知识，而不是采用单一的学科导向的教学方法。他们在面向工程/支持集成方面的努力是有限的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.