Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

Volume XXIII Issue VIII Version I 40 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Integrating STEM Approach at Primary Education in Bangladesh: Perception and Challenges of the Teachers perceptions impact on how they teach STEM subjects (Margot & Kettler, 2019). According to Gess-Newsome (2015), teacher perception and belief may serve as a filter and enhancer for teachers' actions. Therefore, teachers’ views and challenges are important forces to develop an appropriate framework in the particular context to integrate the STEM approach into teaching. Bearing this in mind, this study aims to explore primary school teachers’ perceptions of STEM education and the challenges to implementing STEM at primary education in Bangladesh. To address these objectives, the following research questions are selected: a) What are the perceptions of primary teachers about integrated STEM education? b) What are the challenges in integrating the STEM approach at the primary level? II. L iterature R eview a) Perceptions of Teachers of STEM Integration While providing definitions and concepts of STEM is simple, putting STEM education into reality is considerably more difficult. Teachers play a significant role in allowing students to actively participate in STEM activities. STEM teaching, on the other hand, needs a distinct knowledge base of science teaching. The role of the teacher is different in STEM compared with the traditional approach but as important as the traditional approach. Teachers must offer inquiry-based teaching that promotes critical thinking and innovation while improving students' comprehension of subjects and concepts (Nadelson et. al, 2013). Teachers must employ unconventional questioning methods to encourage students to engage in higher cognitive processes to make them think deeply about concepts and ideas to solve STEM problems (Bruce et al., 2014). However, Srikoom et al. (2017) showed that the majority of teachers in Thailand (85.5%) had never heard of STEM education, whereas 19% couldn't define it. Moreover, teachers believe that STEM education is important, but many teachers have concerns about engineering topics. Even some teachers consider it is science-math oriented, others believe it is based on engineering, and some believe it is inquiry-based learning (Srikoom et al., 2017; Weld et al., 2016). Thus, administrators and policymakers need to understand what teachers feel and what constraints resist them to develop STEM talent in schools. According to Johnson (2006), many teachers perceived that they don’t possess the skills to conduct inquiry-based learning experiences for their students. Yet, Margot and Cattler (2019); Smith et al. (2015); Park et al. (2016) revealed that teachers' perceptions depend entirely on teacher variables such as age, experience, gender, and interest in STEM. Existing literature also shows that teachers agreed about the importance of design, engineering, and technology, but they were unfamiliar with the contents of STEM (Hsu et al., 2011). Many teachers also identified some aspects and factors of STEM education, such as learner motivation/engagement in the classroom, challenges associated with pedagogy, curriculum, school structures, and so forth (Gess- Newsome, 2015; Lesseig et al., 2016). Similar to the prior research, Park et al. (2016) mentioned that the majority of teachers had a favorable impression of STEM education but they recognized some challenges, such as time, additional workload, and lack of financial or administrative support (Park et al., 2016). Moreover, a group of teachers considers that STEM education's four components or disciplines cannot be connected and STEM is seen as a separate concept (Bybee, 2013). In addition, studies indicated different perceptions and resistance from teachers respectively towards the interdisciplinary approach and changing the way of teaching where teacher’s education, age, gender, and school level were the determinants (Al Salami et al., 2015). b) Challenges of STEM integration It can be said without any doubt that for authentic learning experiences, the importance of STEM education is obvious. However, the realization of its importance hinges on its proper and effective implementation. Numerous challenges impede the effective implementation of integrated STEM education, affecting not only teachers but also students and stakeholders. Extensive research has been conducted to identify and address these challenges in the successful integration of STEM education. As posited by English (2017) and Bybee (2013), the challenges surrounding STEM education encompass several aspects, including the need for seamless integration of STEM disciplines while preserving the integrity of each individual subject. Moreover, there are concerns regarding equitable attention being given to all subjects, the absence of engineering in traditional STEM disciplines, and the integration of engineering within an already comprehensive curriculum. Additionally, the successful execution of integrated STEM hinges upon teachers' willingness and ability to effectively incorporate the diverse disciplines of STEM education. In their study, Asunda and Walker (2018) identified several challenges associated with integrated STEM education. Notably, these challenges encompass a lack of collaboration among teachers and a limited understanding of what integrated STEM truly entails. Moreover, the scarcity of tools, administrative support, and financial resources to acquire essential materials poses further hurdles. Additionally, inadequate knowledge and skills among teachers in regard to integrated STEM teaching and learning, along with the complexities of assessing