Current teaching practice of physics teachers and implications for integrated STEM education

Abstract

Physics teaching practice is important to be studied because the literature shows that physics has a close connection with the idea of integrated science, technology, engineering and mathematics (STEM). Understanding physics teaching would likely show many features of integrated STEM teaching. However, this assumption needs to be researched. Thus, this study aims to characterize the current practice of teaching of physics to inform the future implementation of integrated STEM teaching. A qualitative research design was adopted. Three physics teachers were purposefully selected because of their background in STEM education. Classroom observations, semi-structured interviews and documents were used to gather data on usual teachers’ practice of teaching physics. The modified version of integrated STEM teaching framework was used to guide the data analysis. In-depth descriptions on teachers’ teaching practice are provided. This study found that the physics teachers’ teaching practice did not align with their thoughts on integrated STEM teaching. However, they relatively had precise conceptions of integrated STEM teaching. Support should be given to physics teachers to translate their conceptions of integrated STEM teaching into actual classroom teaching practice.