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

Our analysis shows that none of the teachers knew about the types of integration (e.g., disciplinary, multidisciplinary, interdisciplinary, and trans-disciplinary) before the briefing session. However, after the session, most teachers perceived that the interdisciplinary approach would be more relevant and appropriate for introducing STEM education in primary schools. Yet, two of the teachers argued with this statement and one of them mentioned, The students are learning and solving problems as an individual discipline which is traditional and students are habituated with that. If the authority wants to apply an interdisciplinary approach replacing the traditional approach, it will not be easy for the students to get used to it. (TR-2) The teachers also shared their experiences of integrating the content knowledge of different subjects. They believe that better learning happens in most cases when students encounter integration. However, weak students often struggle to cope with it. Some of the teachers stated that mixing content knowledge during classes was quite obvious but unintended; sometimes, they do it to get students’ attention. Although they were never exposed to STEM approach before, they occasionally followed the knowledge integration technique. In the current context, there are many topics commonly taught in two or three subjects. Pointing to an example one of the teachers said, Most integrations happen when I teach students about “environment” as it is an important chapter and has been included in subjects, such as Bangladesh and Global Studies, Language and Science. So, whenever I take classes on environment in English, I used to link it with the environment in science. Students also find it interesting. (TR-2) Another teacher from the urban area said, I try to integrate two or more disciplines. To determine the length, width or area of something in science, we need to use the measurement of mathematics. Also, they can learn basic engineering by measuring the tables and benches in the classroom. There are more scopes of integration in math and science compared to other subjects. (TU-1) c) Teacher’s view on the importance of discipline knowledge All the participants have perceived that integration is essential for conducting classes through the STEM approach to allow the students to reshape their learning system. A participant has emphasized that, Content knowledge is important for integrating various disciplines. It was mentioned that teaching or delivering lessons properly is not possible if the content knowledge of the teacher is not enough. (TR-3) The content knowledge of mathematics and science was found more important to conduct a fruitful class and to integrate subjects, but teachers should be aware of student’s workload during integration. d) Teacher’s view of the effectiveness of the STEM approach • To hold students’ interest • To meet 21st-century skill Most respondents indicated that students will learn 21st-century’s skills through STEM education. STEM is believed to replace memorizing habits with scientific and logical reasoning among students. One of the urban teachers stated that STEM can be a gateway to clarifying various concepts of science, which is not very feasible in the current mode of teaching. She said, STEM is a relevant concept and will be very effective for students. There are a lot of topics in science and technology that can be related to mathematics and engineering. This will help the students understand science clearly to fulfill the needs of the 21st century. (TU-5) • To change students’ traditional mindset and prepare a skilled workforce Most of the teachers shared their views that the current status and culture of the job market are being changed. The recruiters focus more on skills and experiences than traditional degrees. STEM is believed to provide the necessary skills and expertise to students and will change their career aspirations. Teachers mentioned some skills that might be acquired through STEM practice. Some of those skills, such as leadership skills, technological skills, collaboration and communication, professional skills, computer literacy, information skills, mathematical and logical reasoning, problem-solving skills, etc., are perceived as the most important for the 21st-century job market. Moreover, students should care about their passions and interests. Teachers also believe that STEM can guide students to the desired skills and career paths. © 2023 Global Journals Volume XXIII Issue VIII Version I 43 ( ) Global Journal of Human Social Science - Year 2023 G Integrating STEM Approach at Primary Education in Bangladesh: Perception and Challenges of the Teachers Most teachers perceived that STEM is very interesting and will work well with students. Teachers felt that students of this generation would like this type of integration and activity-based learning. Students welcome that whenever they are allowed to work according to their interests. According to them, STEM will make learning more interesting to the students as they do not enjoy the lecture method. This (new approach) will pave the way to learning something through problem solving and real-life-based learning. When students do project work, they will become more confident about science. Respondents have also said that the students will be able to link one subject knowledge with another; it is a more comprehensive, analytical, creative approach which will ensure better learning outcomes. However, a few teachers believed that effectiveness is mostly dependent on teachers’ quality as well as the representation of the STEM approach.