Browsing by Author "Zhibekaiym I."

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    CHALLENGES OF CHEMISTRY TEACHERS IN SCHOOLS
    (Faculty of Education & Humanities, 2024) Zhibekaiym I.; Satilmis H.Y.
    The STEM education system is one of the most important areas in demand for the 21st century. (M. Biasutti and H. El-Deghaidy, 2014) However, the full implementation of Stem education in the field of education is currently causing some difficulties for school teachers, school heads, and administration. In the study of this issue, since chemistry is one of the 4 subjects included in the integrative STEM education system, the main attention was paid to the works of scientists who study the problems encountered in STEM education in general. In the research work, more than 10 articles of 72 foreign scientists studying the general field of STEM education were reviewed and about 9 problems faced by chemistry teachers in STEM education were identified. The article used the literature review method of research.
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    Determining the challenges of chemistry teachers in Integrative STEM Teaching
    (SDU University, 2025) Zhibekaiym I.
    This study examines the attitudes of school chemistry teachers toward integrated STEM education and the challenges they face when implementing STEM approaches in chemistry lessons. As STEM education continues to gain global importance, understanding teachers’ experiences and barriers is essential for improving pedagogical strategies and professional development in science education. A mixed-methods approach was used, combining quantitative data from a teacher survey and qualitative data from semi-structured interviews. Survey results were analyzed using descriptive statistics, factor analysis, independent samples t-tests, and one-way ANOVA to explore differences based on teachers’ demographic characteristics such as experience, academic degree, professional category, and school level. Interview data were analyzed using inductive content analysis to capture teachers’ authentic views and the specific difficulties they face in practice. The findings show that although chemistry teachers generally express positive attitudes toward STEM education, they encounter significant challenges due to a lack of methodological tools, resources, and difficulties with interdisciplinary integration. Differences in perceived challenges were also noted based on teaching experience and education level. Additionally, teachers reported struggling with implementing complex STEM activities such as project-based tasks, laboratory work, and interdisciplinary collaboration. The results emphasize the need for targeted professional development and systematic support to ensure effective integration of STEM practices in chemistry education. These findings are valuable for policymakers, curriculum developers, and teacher education institutions seeking to enhance STEM implementation in secondary education.