Insights into the implementation of stem education: a study of a selected stem school in Lusaka district.
| dc.contributor.author | Haamasama, Christopher | |
| dc.date.accessioned | 2025-07-31T08:55:54Z | |
| dc.date.available | 2025-07-31T08:55:54Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis of Master of Education in Science Education | |
| dc.description.abstract | The purpose of this study was establish insights into the implementation of STEM education at the selected STEM secondary school with a focus on the experiences that teachers had with its implementation, and the views they held regarding the future implementation of STEM education. This was achieved first by establishing teachers’ understanding of STEM education, then establishing lived experiences teachers had with STEM education implementation by establishing the teaching methods they were using in teach STEM during the time it was implemented. This was based on finding out how the interdisciplinary nature of STEM education was achieved through various teaching methods. The study was qualitative and used a case study research design. Data were collected using semi structured interview guides and document reviews. The study population was all teachers of STEM and administrators at the selected STEM secondary school. The sample size of thirteen respondents comprised nine STEM teachers, three heads of departments, and one administrator. The respondents were selected using homogenous purposive sampling. Data was analysed thematically. The study revealed that teachers viewed STEM education as a learner-centred education approach that uses concepts of technology and engineering to link what is theory and application of scientific skills to solve real-life problems. Some respondents viewed STEM education as an education approach to producing a learner who is technology-oriented, analytical and a creative thinker. The study also revealed that the teaching methods teachers were using in teaching STEM included problem-based teaching, small group discussions, inquiry, scenarios, and research. Further, the study showed that implementation of STEM education at the selected STEM secondary school faced some challenges that included inadequate teaching and learning resources, inadequate training for teachers in STEM education to handle STEM with expected competences, lesson planning being involving and time-consuming among other challenges. The study concluded that STEM education is a progressive programme with potential to produce learners who are analytical and productive, who are able to relate their thinking to solving reallife problem. The study further proposed a tentative STEM education implementation framework in which JETS projects are to be integrated into the national curriculum of 2013 for improved STEM implementation. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9328 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Insights into the implementation of stem education: a study of a selected stem school in Lusaka district. | |
| dc.type | Thesis |