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

Volume XXIII Issue VIII Version I 46 ( ) 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 of the learners and facilitators (Lehman et al. 2014; Van Haneghan et al. 2015). Besides, teachers were found very appreciative of activity-based and integrated learning systems, though some of the respondents were focusing more on technology-enhanced learning (TEL) rather than focusing on integrating four components. The teachers were also aware of the importance of discipline knowledge so were the participants in the findings of Stohlmann et al. (2012). Moreover, similar to Daugherty and Carter (2017), all of the respondents in this research found an interdisciplinary approach is very appropriate for implementing STEM education. Teachers also insisted that mixing up discipline knowledge is helpful but becomes complex for weak students. Consequently, this study found that teachers’ discipline knowledge, pedagogical knowledge, lack of skill, and lack of training are some challenges. This is similar to the studies of Walker, 2018; English, 2017; Lesseig et al., 2016 and Herschbach, 2011; where they found inadequate discipline knowledge and skill of teachers, Lack of pedagogical knowledge and unavailability of teachers’ professional development programs as some challenges. Derived data showed that using collaborative/ group work, role play, project work, experiments, discussion, game-based learning, and demonstration methods were perceived as important for STEM implementation, which was also found by Siew et al., 2015; Sutaphan & Yuenyong, 2018; Kim et al., 2020; Gao et al., 2020. In addition, participants mentioned that science fairs, robotics, and other innovation challenges have significance in implementing STEM at the primary level. In this research, respondents shared mixed reactions to the question regarding the current curriculum and textbooks’ support for this new approach. But all of the teachers and experts also agreed that the teaching strategies should be student- centric and more real-life oriented (Burgland et al., 2021; Ritz & Fan, 2015). Besides, it was found that trained teachers were able to align the curriculum, teaching materials, textbooks, teachers’ guide and teaching strategies more appropriately with the STEM education compared to the untrained teachers. Furthermore, this study found that the teacher- student ratio, lack of time for teachers to prepare for classes, lack of teaching aids and class duration, the infrastructure of the school and classroom, teachers’ attitude/mindset, lack of resources, and finance are some challenges for performing STEM and activity- based teaching strategy. This finding is similar to the studies of Tao, 2019; Ryu et al., 2019; Walker, 2018; Pearson, 2017; Park et al., 2016 and Lesseig et al., 2016 where they found that inadequate preparation before the class and lack of teaching aids as some barriers to the STEM approach. This research found that social communities such as parents, SMC, social-political leaders, etc., can successfully contribute to implementing STEM education. However, respondents from rural areas argued that most parents do oppose everything beyond traditional teaching. The same scenario is also seen in the case of senior teachers, which is consistence with the findings of Nadelson et al. (2013), who stated that senior teachers rarely accept anything new. The study also found that accepting the STEM approach is varied according to different context areas whereas gender has no significant effect on this issue. This finding is opposed to Smith et al., (2015) and Park et al., (2016), who argued that gender is a significant factor in STEM teaching. Moreover, the teachers from urban areas and science backgrounds were found to be comparatively more confident and technologically sound, which can be aligned with the findings of Bagiati and Evangelou (2015) and Park et al. (2017). Again, teachers have doubts about the contribution of the learning system as practicing STEM outside the school may not be possible due to students’ socio-economic conditions. In a research, Tan et al. (2013) also mentioned that students’ socioeconomic condition is a factor in practicing and choosing a STEM-based career. After all barriers and blessings, teachers hoped that STEM education is expected to generate 21st century’s skilled workforce for developing a better nation. They suggested STEM conceptual training, subject-based foundation training for the teachers and counselling for the parents and other stakeholders for better implementations. VII. I mplications and C onclusion This study explores the perception of primary teachers about STEM education for integrating this STEM approach into the teaching-learning process. This study also reveals the challenges in integrating STEM education into primary education in Bangladesh. This study has some practical implications for academics and policymakers. Utilizing the findings of the study, the curriculum experts can redesign the primary mathematics and science curriculum to bring these in line with the integrated STEM education. This study can be utilized by the teacher trainers to develop the STEM- based professional skills of the teachers. Again, the teachers must accept to change their mindset from the traditional teaching approach, take interest to undergo relevant training and follow the effective approaches for STEM education. The findings of this study may be helpful to the policymakers to bring significant changes in the policy to make STEM education feasible for all the stakeholders.