Students’ perceptions of a stem-based curriculum: a phenomenographic approach

Abstract

Students can perceive STEM in a number of ways that can affect what they gain from STEM curricula. This qualitative study characterises secondary school students’ perspectives of integrated STEM lessons using the theoretical framework of phenomenography, to see how they interpret and conceptualise STEM for now and the future. Thirteen participants were engaged in guided conversations that revealed their perspectives of integrated STEM lessons that they had earlier engaged in. Ten qualitatively different ways in which students perceived STEM were uncovered and a possible outcome space for developing STEM curricula was derived. Participants perceived that they had developed deeper intellectual abilities, collaborative skills, understanding of assigned projects, and professional identities. The findings of this work are intended to inform a design of STEM curriculum that will improve STEM learning and outcomes in a holistic manner. Implications and suggestions for the design and integration of STEM based on the results of this work are also presented. [African Journal of Chemical Education—AJCE 13(3), July 2023]