PROBLEMS OF TEACHING CHEMISTRY LESSONS IN AN INTEGRATED STEM CONTEXT IN SECONDARY EDUCATION

This article delves into the contemporary approaches employed by STEM chemistry teachers to integrate STEM components within their curricula. It underscores the timeliness of such efforts, given the widespread influence of new technologies across all educational levels, particularly at the nascent stages of schooling. Research in the domain of integrative STEM education sheds light on its multifaceted contributions, fostering advancements in the scientific, pedagogical, socio-economic, and industrial spheres. Furthermore, it empowers students to cultivate the skill sets and knowledge base necessary for thriving in future careers. The growing field of integrative STEM education in chemistry also presents itself as a novel pedagogical tool, propelling the professional development of both practicing and aspiring chemistry educators. Cultivating chemistry instruction within secondary schools, particularly through the integration of engineering, technology, and mathematics, alongside strengthening the comprehension and professional expertise of future teachers regarding STEM education, remains a pressing concern. In light of this, this article improves the challenges associated with fostering the pedagogical and methodological knowledge of future teachers as they embark on implementing STEM education and chemistry instruction from an integrative, quadripartite STEM perspective. To achieve this objective, a comprehensive literature review was undertaken, coupled with interviews conducted with prospective chemistry teachers to measure their understanding of STEM. The study found prevalent misconceptions and difficulties concerning the pedagogical knowledge of STEM possessed by future chemistry teachers. Subsequently, data were collected meticulously and potential solutions were proposed to address the identified shortcomings.