Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education
STEAM education has become a global agenda to integrate humanities subjects with STEM elements. With a lack of science-related teacher training, promoting STEM education under humanities curriculums faces challenges. However, limited research has been conducted to understand the concerns of humaniti...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-04-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/4/446 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850144066308669440 |
|---|---|
| author | Sung Ho Cheuk Yun Fat Lam |
| author_facet | Sung Ho Cheuk Yun Fat Lam |
| author_sort | Sung Ho Cheuk |
| collection | DOAJ |
| description | STEAM education has become a global agenda to integrate humanities subjects with STEM elements. With a lack of science-related teacher training, promoting STEM education under humanities curriculums faces challenges. However, limited research has been conducted to understand the concerns of humanities teachers in applying STEM education in their classrooms. In this study, we examined the concerns of pre-service and in-service geography (GEOG) teachers (<i>N</i> = 49) in Hong Kong (HK) secondary schools and evaluated the effectiveness of trainer workshops in alleviating their concerns. We applied an in-depth questionnaire analysis based on a 5-point Likert scale under a “Stages of Concern” model. The ordinal regression and <i>t</i>-test results suggested that (1) the pre-service and in-service GEOG teachers were highly concerned in most of the stages of concerns (<i>Mean</i> = 4.06/5); (2) unique yet different concerns about GEOG STEM education were identified from the pre-service teachers and in-service teachers; (3) teacher training workshops that offer scientific and STEM training could be effective in addressing the concerns of in-service teachers. As such, this study supports the development of geography STEM education and promotes the education community’s ability to address teachers’ concerns in embracing STEM education. |
| format | Article |
| id | doaj-art-9cd6cbee64674cbe8c153fe7ff0bb9b4 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-9cd6cbee64674cbe8c153fe7ff0bb9b42025-08-20T02:28:28ZengMDPI AGEducation Sciences2227-71022025-04-0115444610.3390/educsci15040446Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography EducationSung Ho Cheuk0Yun Fat Lam1Department of Geography, The University of Hong Kong, Hong Kong, ChinaDepartment of Geography, The University of Hong Kong, Hong Kong, ChinaSTEAM education has become a global agenda to integrate humanities subjects with STEM elements. With a lack of science-related teacher training, promoting STEM education under humanities curriculums faces challenges. However, limited research has been conducted to understand the concerns of humanities teachers in applying STEM education in their classrooms. In this study, we examined the concerns of pre-service and in-service geography (GEOG) teachers (<i>N</i> = 49) in Hong Kong (HK) secondary schools and evaluated the effectiveness of trainer workshops in alleviating their concerns. We applied an in-depth questionnaire analysis based on a 5-point Likert scale under a “Stages of Concern” model. The ordinal regression and <i>t</i>-test results suggested that (1) the pre-service and in-service GEOG teachers were highly concerned in most of the stages of concerns (<i>Mean</i> = 4.06/5); (2) unique yet different concerns about GEOG STEM education were identified from the pre-service teachers and in-service teachers; (3) teacher training workshops that offer scientific and STEM training could be effective in addressing the concerns of in-service teachers. As such, this study supports the development of geography STEM education and promotes the education community’s ability to address teachers’ concerns in embracing STEM education.https://www.mdpi.com/2227-7102/15/4/446STEMstages of concernteacher trainingsecondary schoolSTEAM |
| spellingShingle | Sung Ho Cheuk Yun Fat Lam Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education Education Sciences STEM stages of concern teacher training secondary school STEAM |
| title | Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education |
| title_full | Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education |
| title_fullStr | Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education |
| title_full_unstemmed | Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education |
| title_short | Addressing Humanities Pre-Service and In-Service Teachers’ Concerns in Integrating STEM Education—A Case Study of Geography Education |
| title_sort | addressing humanities pre service and in service teachers concerns in integrating stem education a case study of geography education |
| topic | STEM stages of concern teacher training secondary school STEAM |
| url | https://www.mdpi.com/2227-7102/15/4/446 |
| work_keys_str_mv | AT sunghocheuk addressinghumanitiespreserviceandinserviceteachersconcernsinintegratingstemeducationacasestudyofgeographyeducation AT yunfatlam addressinghumanitiespreserviceandinserviceteachersconcernsinintegratingstemeducationacasestudyofgeographyeducation |