Designing chemistry project in an integrative STEM manner
| dc.contributor.author | Daribay A. | |
| dc.date.accessioned | 2026-03-16T06:05:45Z | |
| dc.date.available | 2026-03-16T06:05:45Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | STEM (science, technology, engineering, and mathematics) was integrated into chemistry education; this study focused on project-based learning (PBL) as a pedagogical tool. The study examined how chemistry teachers conceptualize, design, and implement STEM-integrated projects and how these practices affect student engagement, teacher professional development, and student learning. A total of 79 chemistry teachers in Kazakhstan participated in the study using a mixed-method approach, including surveys, interviews, and classroom observations. The results indicate that the chemistry teachers are increasingly adopting STEM principles and focusing on real-world applications to improve student motivation and learning. The researchers noticed that teachers with advanced qualifications (i.e., pedagogical researchers) were more successful at implementing STEM practices, as they encouraged student-centered learning approaches, such as collaboration, experimental design, and integrating digital technology. With the aforementioned projects, the students exhibited increased interest, improved understanding of chemical concepts, and developed their critical thinking and problem-solving skills. Despite the successes of the STEM projects and activities, the teachers experienced significant challenges related to working in an un-coordinated education system, limited resources, not enough time to implement integrated PBL, and lack of institutional and administrative support. These issues inhibited the project-based teachers from fully embedding STEM practices into their curriculum, particularly in creating interdisciplinary opportunities and obtaining materials for project implementation. However, this research indicated that there were several benefits for both the students' learning and teacher professional development practices by employing STEM projects regardless of the limitations and challenges presented. The researchers concluded that programs for professional development for teacher support, better access to educational resources, and eventually a supportive framework by the institution were needed to integrate STEM for best practice in chemistry education. The recommendations offered by the research could provide insight into the challenges of STEM education and development for policymakers and educators in Kazakhstan and similar contexts to maximize the opportunities offered by STEM education. | |
| dc.identifier.citation | Daribay A / Designing chemistry project in an integrative STEM manner / SDU University / Faculty of Education and Humanities | |
| dc.identifier.uri | https://repository.sdu.edu.kz/handle/123456789/2539 | |
| dc.language.iso | en | |
| dc.publisher | SDU University | |
| dc.subject | STEM integration | |
| dc.subject | chemistry education | |
| dc.subject | project-based learning | |
| dc.subject | teacher professional development | |
| dc.title | Designing chemistry project in an integrative STEM manner | |
| dc.type | Thesis |