Exploring Science Teachers’ Perspectives on STEAM Learning

Abstract

STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning has proven to be effective for 21st century education. However, there is a lack of knowledge regarding how teachers understand and implement STEAM in schools, particularly in science education. This study aims to explore science teachers’ perspectives on STEAM learning. This case study focused on four dimensions: teachers' understanding, experience, state of mind, and expectations. The study involved 448 Indonesian science teachers from 24 provinces. Data were collected through an online questionnaire using Google Forms. The analysis employed inductive content analysis, extracting themes, sub-themes, categories, and codes from participants’ responses. Indonesian science teachers acknowledged their limited understanding of STEAM. They found the existing STEAM frameworks and seminars insufficient in providing clear guidance. They expressed a need for a more explicit STEAM framework that is easy to implement. Additionally, they requested comprehensive examples of lesson plans that demonstrate the application of STEAM in their classrooms. Thus, this study highlights the need for improved understanding and implementation of STEAM learning among science teachers. Clear guidance, comprehensive frameworks, and practical examples are necessary to support educators in effectively integrating STEAM into various educational contexts.