The Applicability of (STEAM) in Pre-university Education from the Perspective of Science and Mathematics Teachers at Najran

Abstract

Science, Technology, Engineering, Art and Mathematics STEAM education not only promotes students learning, but also has a significant effect on their thinking, creativity, and character. In this study, the researchers investigated the applicability of (STEAM) public education from the perspective of science and mathematics school teachers at Najran city, and the impact of gender, specialization, school level and teaching experience variables on teachers' perceptions and their self-efficacy towards applying this approach. A scale of self-efficacy of math and science teachers on STEAM was applied to 221of Najran city school teachers in the Southern region of Saudi Arabia. An internal consistency check and validity tests were performed to ensure the reliability and validity of the measure. The results indicated that the suggested methods for employing (STEAM) in the pre-university education reported high preference levels by teachers. Furthermore, differences exist on the STEAM practices and self-efficacy between the participants characteristics (gender, specialization, education level and work experience). Hence, although literature offers some information regarding teacher's perception and their STEAM practices, much remains to be unknown. There is a gap in terms of improving teachers' belief towards STEAM education and its practices. Results suggest that STEAM practices can be part of the education curriculum.