Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Tasneem Anwar

Department

Institute for Educational Development, Karachi

Abstract

STEM reform has gained global momentum; however, in Pakistan it is recently added to science National Curriculum of Pakistan 2022-23.  International and national literature shows that teachers lack awareness of STEM, particularly at the school level. Given the dire need to support teachers in understanding STEM, this study employs design-based research to explore integration and coherence of STEM units designed during a six-day professional development at the Institute for Education Development, Karachi, Pakistan. The study involves iterative design and implementation of STEM-focused professional development. The researcher collaborates with six science and math teachers teaching from grades 4 to 8 at private schools in Karachi. Data was collected through open-ended questionnaires, daily reflections, conceptual flow graphics, focus group discussions and the STEM units designed by the participating teachers. These multiple data sources were analyzed and corroborated to generate the findings. The study contributes to the literature by highlighting three key takeaways: inherent complexity of STEM; balancing content, and context for integration of STEM and Engineering Design Process for coherence and integration of STEM. This design-based research offers implications for curriculum developers, teachers, and teacher educators. Finally, the study recommends further research and practice ideas underscoring long-term STEM professional development programmes to facilitate teachers with ongoing support to enhance their understanding and application of STEM.

First Page

1

Last Page

101

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