Investigating Experts’ Science Teachers’ Perspectives on the Integration of STEM Activities into Science Instruction

The ambiguity surrounding the integration of engineering and technology into science and mathematics instruction poses significant challenges for educators, primarily due to varying interpretations of how to efficiently integrate these disciplines within the curriculum. This phenomenological study examines the perspectives of eight expert science educators—selected based on specific criteria—regarding the incorporation of STEM activities into their teaching practices through semi-structured interviews. Findings indicate that these educators emphasize the interdisciplinary nature of STEM education, particularly the integration of technology and engineering within science and mathematics instruction. Participants define technology as the tools and methods used to apply scientific concepts, while engineering is considered the application of these principles to design systems that address real-world challenges through authentic learning. The study emphasizes the importance of aligning STEM activities with established standards to enhance coherence and consistency, revealing benefits such as increased student engagement and the development of critical thinking skills. However, challenges—including resource limitations and insufficient content knowledge among educators—were also recognized. Ultimately, the study advocates for transformative practices to improve the quality of STEM education, emphasizing the need for evidence-based methodologies in curriculum development, such as teacher preparation. In this context, the success of an educational system is shaped by the quality of its teachers.