Chapter 4 Promotion of STEM Education in Schools through Partnerships
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Abstract
This chapter is based on the findings of a series of research studies that we carried out in this area “science teacher professional development and STEM education”. We begin with literature review on key issues related to STEM and the school culture, STEM as ‘interdisciplinary learning’, and Scientist-teacher partnerships (Section 1). Then we present the findings from two different studies to argue the need for a partnership between schools and the community to promote STEM education in school science. Study one, by EL-Deghaidy, Mansour, Alhammad, and Alzaghibi (2017) focuses on exploring Saudi Arabian science teachers’ views regarding Science, Technology, Engineering and Mathematics (STEM) pedagogy and its interdisciplinary nature. It also seeks to identify teachers’ views on the contextual factors that facilitate and hinder such pedagogy in their schools. Study two, by Mansour (2015) explores Egyptian science teachers’ views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. In Section 3, we discuss Challenges of STEM Integrations. This is followed by discussing Teachers’ call for a scientist-teacher partnership to promote Inquiry Based Learning (IBL). Then we present a discussion titled Towards Developing Integrated STEM Education in Schools (Section 4). The last part, concludes with the key findings and suggests future research (Section 5).