Mathematics pre-service teachers’ preparation program for designing STEM based lesson plan: enhanced skills and challenges

Abstract

Due to the increasing popularity of STEM education, preservice preparation colleges have also become more important for training teachers. This study involved (25) preservice teachers completing STEM-based lesson plan training sessions during a mathematics teaching methods course. This study seeks to describe and gather opinions regarding the planning skills that have been enhanced following the training session. Furthermore, it aims to explore the challenges teachers face when developing STEEM lesson plans. The study adapted a descriptive qualitative research method. We collected data using semi structured open-ended questions during one-on-one interviews. Analysis of the results showed that STEM based training enhanced STEM lesson planning skills such as problem-solving, collaboration, and interdisciplinary skills, according to the results. Results showed that preservice teachers faced challenges such as limited interdisciplinary knowledge, lack of role models or mentors, and lack of STEM materials and technology during the developing STEM-based lesson plans. The study recommended the integration of STEM into classroom settings during the internship period and other preservice teaching courses.

Keywords:

• STEM education
• preservice teachers
• mathematics education

REVIEWING EDITOR:

• Colby Tofel-Grehl, Utah State University, Logan, United States

SUBJECTS:

• Primary/Elementary Education
• Teachers & Teacher Education
• Curriculum Studies

Numerous global studies have reported high demand for STEM human resources due to rapid technological progress (Anita et al., 2021; Evans et al., 2020; Zaza et al., 2020). STEM coursework typically encompasses traditional disciplinary fields such as science, mathematics, technology, and engineering. STEM education is commonly understood as the deliberate integration of diverse disciplines to solve real-world problems (Labov et al., 2010; Sanders, 2009). To address intricate challenges in STEM fields, such as globalization and complex transdisciplinary issues like clean energy, climate change, and efficient transportation, students must acquire a novel set of skills and processes not traditionally taught. In the rapidly expanding array of accessible resources, students must develop the ability to remain productive in the face of ever-evolving technology (Saavedra & Opfer, 2012; Sias et al., 2017). Therefore, integrating various subjects in education is crucial on a global scale, as it fosters innovation, problem-solving, and critical thinking skills crucial for tackling intricate global issues (Drake & Reid, 2018).

The term ‘STEM education’ originated from the National Science Foundation (Holmlund et al. 2018). This concept has been embraced by numerous countries following its global acknowledgment, evolving into a prominent movement (Kertil & Gurel 2016). As stated in the STEM Task Force Report (2014), STEM education goes beyond mere ‘convenient integration,’ instead focusing on ‘real-world, problem-based learning’ that unites the disciplines ‘through cohesive and active teaching and learning methods’ (p. 9).

STEM integration occurs at various levels. Vasquez et al. (2013) provided a more comprehensive perspective on STEM integration, where distinct boundaries are crossed across a continuum marked by increasing integration levels. As this continuum advances, disciplines become more interconnected and interdependent.

In their categorization of integration, they identified four levels: disciplinary, where concepts and skills are learned within separate disciplines; multidisciplinary, wherein concepts and skills from various disciplines are learned within a shared theme; interdisciplinary, involving closely linked concepts and skills from multiple disciplines to enhance understanding and aptitude; and transdisciplinary, applying knowledge and skills from multiple disciplines to real-world problems, thus shaping the learning journey.

Numerous studies have explored STEM education’s influence on student performance. Drawing from a selection of research literature, multiple studies have affirmed STEM's favorable influence on academic accomplishment (Kong & Mohd Matore, 2021; Wang et al., 2022; Zhao et al., 2022). Furthermore, in a literature review conducted by Rahman et al. (2021), several vital 21st-century skills emerged from STEM practices, including critical thinking, problem-solving, creativity, communication, collaboration, data literacy, and digital literacy. By employing inquiry-based approaches to learning, STEM-integrated subject area approaches facilitate the cultivation and application of 21st-century skills, such as creativity, collaboration, communication, and critical thinking. This approach amplifies the potential for nurturing these skills (Beswick & Fraser, 2019).

While international interest in STEM has been on the rise, certain countries have experienced gradual progress. For instance, Kuwait’s National Curriculum remained rooted in a subject-based approach. While certain mathematical concepts have been combined and incorporated into both mathematics and science textbooks (MOE, 2016), the prevailing situation in public schools reveals a multitude of challenges hindering the execution of STEM integration (Malallah et al., 2020). A major obstacle to teacher awareness and proficiency in teaching STEM topics, as well as with educators’ perspectives on STEM, revolves around the necessity for professional development (Kayan-Fadlelmula et al., 2022).

Global research has demonstrated that preparing prospective educators to navigate the evolving landscape of STEM education and instruct in integrated STEM methods necessitates deliberate design and implementation of teacher education initiatives (Pimthong & Williams, 2021; Ramsay-Jordan, 2023; Stonier & Adarkwah, 2023; Wijaya et al., 2022).

In order for STEM education to yield results, educators should possess proficiency in at least one, preferably multiple, pertinent disciplines. This poses a particularly daunting dilemma for numerous nations grappling with scarcities of adequately qualified mathematics and science teachers (Beswick & Fraser, 2019). However, research on the implementation of the STEM approach in the Middle East, particularly in the Gulf Cooperation Council (GCC) countries, is scarce due to their adherence to a subject-based curriculum (Kayan-Fadlelmula et al., 2022).

As a new initiative to introduce STEM education, a few individual efforts have been made by a specialist in Kuwait. At the college level, Kuwait University’s teacher preparation college enrolls preservice teachers (PSTs) in various courses that primarily focus on teaching one subject without integrating other courses. The present study adapted training sessions to interduce STEM education to preservice teachers. The goal of the training session is to enhance the preparation of STEM lesson plans as a component of a teaching method course syllabus. This is regarded as a novel instructional approach for PSTs, as this experience has expanded our understanding of the planning skills they engage in and enhance through STEM training sessions, along with the challenges they encounter.

STEM education and 21-century skills

Numerous countries have advocated for increased STEM education across school levels to uphold their competitiveness on the global stage. Globally, educators are growing more conscious of STEM education’s importance in equipping students for the future (Phuong et al., 2023). STEM education within elementary and secondary has the potential to inspire to pursue STEM careers, thereby contributing to the growth of the STEM workforce within a country (Nesmith & Cooper, 2020; Pringle et al., 2020). STEM education provides avenues for active involvement in scientific practices and interaction with experts, crucial elements for the success of career-oriented scenarios (Drymiotou et al., 2021).

According to researchers, STEM education should begin in the early grades—as early as elementary school with a supportive atmosphere for STEM implementation (Ching et al., 2019). Studying STEM provides students with the ability to make sense of the interconnected world in which we live rather than obtaining fragmented knowledge and skills about it (Dugger, 2010).

The OECD Learning Framework 2030 (OECD, 2018) encompasses three categories of STEM skills: cognitive and metacognitive skills (eg design thinking, critical thinking, systems analysis, computational skills, and complex, model-based reasoning); social/emotional skills (eg interpersonal skills, cooperation, and collaboration); and physical skills which combine technical skills, coding, and manipulation. Studies have shown that STEM skills can be acquired through activities designed with a STEM focus. Alatas and Yakin (2021) reported that STEM learning affects students’ problem-solving proficiency, evident from their study where the experimental group displayed a noteworthy enhancement in problem-solving ability.

Preparing preservice teachers for STEM education

A primary goal of STEM teacher education is to equip preservice teachers (PSTs) with the skills to effectively engage diverse student groups in meaningful and pertinent STEM instruction (Dökme et al., 2023; Lange et al., 2022). More research focuses on incorporating STEM into classroom practices, yet limited information exists regarding specialized teacher preparation programs tailored for future STEM teachers (Shernoff et al., 2017).

Teacher preparation colleges should prioritize the acquisition of 21st-century skills. Pertinent subjects to achieve this objective encompass STEM-based lessons. The STEM education model, which combines the disciplines of science, technology, engineering, and mathematics, is gaining traction as an educational approach across numerous countries (Bergsten & Frejd, 2019; Çalış, 2020; Figliano, 2007).

PSTs should develop a comprehensive understanding of pedagogical topics related to STEM education, cultivate confidence in their capacity to teach STEM subjects, and attain proficiency in fundamental lesson planning concepts and techniques. As emphasized by Pimthong and Williams (2018), it is crucial for PSTs to understand STEM’s integrated nature of STEM and the interrelationships among disciplines. Rinke et al. (2016) compared teacher preparation from traditional methods to STEM approaches. Participants in the STEM approach demonstrated notably higher advancements in terms of confidence compared to those in the traditional approach. Furthermore, exhibited an augmented utilization of engineering and design thinking.

Consequently, numerous programs have been formulated to enhance student enthusiasm, instructor proficiency, and public as well as student awareness of STEM education (English, 2016). Studies indicate that while many teachers and administrators express interest in STEM education, substantial redesign of preservice courses and in-service workshops is required (Shernoff et al., 2017).

STEM-based lesson plan PD

The lesson plan serves as a distinctive artifact of teacher perceptions and practices, providing insight into their preferences regarding instruction and curriculum (Sias et al., 2017). STEM-based lesson plans play a crucial role in fostering the development of essential 21st-century skills and instructional strategies (Çalış, 2020). Furthermore, the creation of STEM lesson plans holds a pivotal role in STEM education. A study by Srikoom (2021) unveiled that providing STEM-focused professional development proved beneficial in aiding participants to devise an array of STEM lesson plans. These plans were categorized into five distinct characteristics, encompassing science and math learning through problem-based/project-based lessons, engineering designs rooted in problem-driven lessons, build-and-test-only lessons, and science activities derived from problem-driven lessons.

Within STEM integration, it is imperative to uphold and utilize mathematical concepts, given their pivotal role in fostering innovation and providing a foundational basis for instruction (English, 2015). Research has indicated that STEM-based education enhances the STEM-based lesson planning skills of mathematics preservice teachers (Bergsten & Frejd, 2019; Burrows et al., 2021; Yıldırım & Sidekli, 2018).

Earlier research has introduced training sessions for implementing STEM lesson plans. Drawing from the outcomes of a 14-week course, Çiftçi et al. (2022) deduced that embracing STEM education is imperative to nurture personal-social growth, cognitive advancement, and professional development among teachers.

Yıldırım and Sidekli (2018) employed an alternative methodology to execute a lesson plan spanning 10 weeks (3 hours per week). Their research incorporated mixed methods and utilized quantitative scales for data collection. Their findings indicated that STEM applications exerted a positive influence on preservice teachers’ (PSTs) self-efficacy in mathematics literacy and their grasp of technological pedagogical content. As an alternative approach, a 15-week STEM methods course was developed to demonstrate effective teaching practices for integrating STEM subjects. This course offered preservice teachers (PSTs) the chance to delve into real-world challenges and concerns linked to STEM education prior to crafting their own STEM lessons or activities for instruction. This initiative contributed to enhancing their comprehension of STEM (Pimthong & Williams, 2021).

Challenges of STEM implementation and STEM-based lesson plan

Research outcomes have unveiled hurdles linked to the implementation of STEM among preservice teachers. As highlighted by Rinke et al. (2016), a greater focus is required in the realm of technology and computational thinking. Despite its growing popularity, there remains a lack of clarity on the ideal structure of STEM education (Kelley & Knowles, 2016). Meanwhile, PSTs emphasized the importance of providing sufficient materials, effective time management, and well-defined guidelines for STEM training (Cinar et al., 2016). As noted by Rifandi et al. (2020), the implementation of STEM has encountered numerous challenges.

In their study, participants reported that considerable time is required for preparing a learning event through STEM integration. The PSTs suggested that the government and relevant sectors provide training and socialization about STEM, alongside providing necessary facilities and equipment support. As indicated by Han et al. (2015), a range of factors exert an impact on STEM, encompassing students’ readiness, time constraints, availability of materials and resources, as well as effective training. Additionally, technical challenges encompass aspects like robotics and the integration of the four STEM subjects.

For developing STEM lesson plan, studies showed similar challenges. The time required to develop STEM plans is one concern for preservice teachers (Aykan & Yıldırım, 2022; Srikoom 2021). Furthermore, challenges are also associated with a shortage of teachers knowledge (Aykan & Yıldırım, 2022; Srikoom 2021), particularly when targeting to address real-world situations (Srikoom 2021). Additional challenges for STEM lesson plans, as highlighted in a study by Aykan and Yıldırım (encompass a lack of materials, difficulties in integrating various disciplines, and participants’ limited ability to design lessons due to their limited experience.

Bergsten and Frejd’s study (2019) disclosed an ongoing challenge in formulating well-rounded mathematical educational pedagogies that effectively involve students in problem-solving within meaningful contexts. This endeavor aims to facilitate cross-subject learning by leveraging mathematical tools and arguments, all while ensuring a clear definition of what constitutes valid mathematical knowledge accessible to all students.

Considering the array of challenges encountered in STEM implementation and the development of STEM lesson plans, several studies have highlighted the necessity for preservice teachers (PSTs) to undergo training to effectively integrate STEM disciplines into their teaching practices (Lange et al., 2022; Özçakır Sümen & Çalışıcı, 2022; Pimthong & Williams 2018).

Study purpose

While numerous studies have explored STEM education through various perspectives in Western societies (Çalış, 2020; Hernández Serrano & Muñoz Rodríguez, 2020), there has been a relatively limited amount of research conducted in Middle Eastern countries in general (eg Malallah et al., 2020; Whitacre & Najib, 2020; Zaher & Damaj, 2018). Additionally, there is a shortage of studies that specifically focus on STEM lesson planning (Aykan & Yıldırım 2022; Srikoom 2021). Furthermore, there has been no study conducted in Kuwait concerning the creation of STEM lesson plans for teacher preparation programs. It holds paramount significance for mathematics educators to cultivate a profound comprehension of the potential applications and influence of mathematics across various disciplines (Al-Abdullatif & Alsaeed, 2019).

In the present study, the design entails organizing training sessions for mathematics preservice teachers to introduce them to STEM and equip them with the skills to develop STEM lesson plans. This initiative provides an avenue to enhance the 21st-century skills underscored in prior research (Drake & Reid, 2018; Saavedra & Opfer, 2012).

The present study utilizes qualitative methods to offer more depth and meaning to the concept of STEM-based lesson planning within the context of teacher preparation. The objective of this study is to collect detailed descriptions and opinions concerning the planning skills enhanced after conducting STEM-based lesson plans training session for a mathematics teaching methods course. This endeavor seeks to address the following key questions:

1. How does STEM-based lesson plan training, from the perspective of mathematics preservice teachers, contribute to the enhancement of their lesson planning skills?

2. What are the challenges encountered by mathematics preservice teachers when developing STEM-based lesson plans?

Methodology

A descriptive-qualitative technique was employed to enhance the comprehensive and in-depth understanding of the current study objectives (Cohen et al., 2017). Therefore, semi-structured interviews were conducted with participants to collect data following the completion of the main training phases (see Appendix A). This enabled the researcher to grasp the benefits participants derived from incorporating STEM and integrating it into lesson plans.

Study procedures and participants

The research took place during the fall semester of 2022–2023 in a mathematics teaching methods course at the College of Education, Kuwait University. The study incorporated a STEM-based lesson plan training session into the syllabus of the mathematics teaching methods course.

Students enrolled in this course possess the fundamental competencies necessary to qualify them for the STEM-based lesson plan session. As a perquisite for this course, they have completed studies in computer education, instructional media, and technology, as well as attended courses in pure mathematics, science, and mathematics curricula.

To formulate the training session’s content, the course instructor, who conducted the research, undertook a search and formulated the course content and activities based on the theoretical literature concerning 21st-century skills aligned with STEM-based lesson plans (Breiner et al., 2012; Drake & Reid, 2018; English, 2016; Figliano, 2007; Vasquez et al., 2013;), Additionally, the instructor sought guidance from a panel of experts across various disciplines (science, technology, engineering, and mathematics). Additionally, the instructor sought guidance from a panel of experts across various disciplines (science, technology, engineering, and mathematics). Furthermore, she drew upon insights gained from prior STEM-based training sessions (Aykan & Yıldırım 2022; Srikoom 2021). The course content underwent review and validation by two experts in STEM disciplines and three elementary school mathematics teachers, ensuring its appropriateness for the Kuwaiti context. Prior to the commencement of the fall semester, the content was finalized and ready for implementation in the course.

Following the conclusion of fall registration, 25 prospective elementary mathematics teachers (PSTs) registered for a 3-credit mathematics teaching methods course at Kuwait University’s College of Education. All participants were female, as the majority of public elementary schools in Kuwait predominantly hire female teachers.

According to Ministry of Education statistics, female mathematics teachers shaped 94.4% of total mathematics teacher in primary schools. Therefore, in mathematics primary education courses are predominantly female. Boateng (2017) showed female achievement in STEM education with the aid of professional and social support. This encouragement leads the present study to investigate the STEM-based lesson planning skills of females, both during the training session and the challenges they encounter after its completion. Notably, the number of women in STEM education fields remains limited in Kuwait and the broader Arab world (Whitacre & Najib, 2020).

While introducing the course syllabus, the researcher ensured that enrolled preservice teachers did not possess any prior knowledge of STEM. None of them had previously participated in STEM activities. A comprehensive explanation of the objectives and procedures was presented to them, and the sample description is provided in Table 1. During the research process, the researcher explained that participation in this training is voluntary, as she prepared another course activity for students who refused to participate. Participant information was kept confidential by the researchers. Researchers obtained a letter of content from participants.

Table 1. Participants characteristics.

Gender	Grade Point Average (GPA)				Credit		Age
Female	2.67–3.00	3.01–3.33	3.34–3.67	3.68–4.00	90–105	106–120	20–22	22–25
25	1	9	9	6	16	7	20	5

The training session during the fourth week of the mathematics teaching methods course. The instructor implemented three primary phases for this study, outlined as follows (Table 1):

1. Preparation: The course instructor introduced STEM approach through a PowerPoint presentation, drawing from various resources (Bergsten & Frejd, 2019; Breiner et al., 2012; Bryanet al., 2015; Cianca, 2019). This guided the prospective teachers to explore STEM through self-directed learning.

   Moreover, subsequent to introducing the PSTs to the STEM approach, group discussions on STEM articles from educational journals were organized. The PSTs were tasked with composing reflective papers outlining how this knowledge improved their comprehension of STEM and its interconnections among various subjects.

2. Integration of school mathematics concepts and STEM phase: The PSTs were instructed to examine mathematics textbooks used in public schools. They were then tasked with selecting a mathematical concept and exploring the potential for individual integration with the STEM approach.

   To aid in this process, PSTs analyzed the science curriculum at the corresponding grade level, aiming to identify shared areas of knowledge suitable for integration. Moreover, discussions were conducted to encourage each participant to contemplate the utilization of STEM in conjunction with specific mathematical concepts. During this phase, the PSTs sought guidance from educational technology experts on integrating and presenting mathematical concepts through technology. Ultimately, input was garnered from both teachers and peers, providing valuable feedback (Table 2).

3. STEM lesson planning phase: The overarching objective of the course was to furnish students with direct exposure to STEM-based lesson planning. This was accomplished through collaboration with another instructor, a graduate student and a proficient mathematics teacher who had participated in STEM workshops. For two weeks, students attended six hours of workshops focused on the application of a STEM lesson plan. Throughout the workshops, the course instructor actively engaged to assist participants in bridging the insights provided by the guest instructor and leveraging their existing knowledge and educational technology experiences.

Table 2. Three major phases of the study intervention (STEM-based lesson plan design model).

Week	Phase	Activity	Hours
1–2	Preparation	Introduction to STEM approach Introduction to STEM skills through self-directed learning (collaboration, critical thinking, problem solving, etc.) Reading and discussing scientific articles about STEM Writing reflective journals about STEM	6 h
3–4	Examining school mathematics concepts and STEM	Workshop about integrating STEM into mathematical concepts from the text book by: Examining and analyzing public school mathematics textbook; and Choosing a mathematical concept and investigating the possibility of integrating the STEM approach Personal presentation that reflects on using STEM with specific mathematical concepts	6 h
5–6	STEM lesson planning	STEM workshops by mentoring and coaching on how to apply a STEM lesson plan: Choosing appropriate lessons Designing learning activities that achieve the desired goals Choosing appropriate methods and teaching style (problem solving, investigation, research, and cooperative learning) If possible, connecting the topic to a real-world problem When planning a lesson, using the engineering design process Integrating a mathematical concept into the STEM lesson plan, which participants presented as a final project	6 h

Data collection

Upon the conclusion of the training session, all preservice teacher participants underwent a semi-structured interview featuring open-ended questions. This interview allows respondents to provide comprehensive descriptions, while also enabling the researcher to ask follow-up questions for response clarification. The primary rationale for employing this interview format was to afford participants the freedom to articulate themselves openly. The interview included 10 questions describing STEM based training session. These interview questions were reviewed by STEM experts, who contributed to the design of the training session. In the light of their opinion, the researcher edited the interviews questions, incorporating two additional questions.

Some of the questions are as follows: What new knowledge did you acquire from STEM? In your opinion, has STEM changed your planning skills? If so, how? Could you describe your experience in STEM-based lesson plans? What challenges did you encounter, and why? Provide examples of situations where you integrated concepts from different subject.

During the interviews, the participants were prompted by the researcher to provide detailed explanations and example for their answers. In addition to inquiring about their overall experience with the training session, participants were also asked about any challenges they encountered while working on STEM-based lesson plans. The responses provided by the participants were analyzed and interpreted to offer comprehensive textual data clarification.

The researcher conducted all interviews, lasting 30–50 min each, after class and scheduled based on participants’ availability. All interviews were recorded with participants’ consent and stored securely on a personal device to ensure participant anonymity. The interviews were then transcribed and shared with participants for validation. Participants reviewed the transcripts to confirm the accuracy of their responses. Upon verification, participants were granted approval for the final version of the transcripts.

Data analysis

The researcher and a colleague, both holding a Ph.D. in education, conducted an inductive analysis of the data. This approach, in accordance with Thomas (2006), aimed to establish coherent connections between the research objectives and the insights drawn from the raw data. Collaboratively, the researcher and colleague synthesized instances to formulate themes, progressing from specific details to broader concepts.

Consequently, initial coding was performed following separate and concurrent reviews of the responses by each researcher. The ultimate coding methodology was determined through discussions informed by the initial coding exercise. Subsequently, the codes were scrutinized, and continuous comparisons were employed to safeguard against research bias (Patton, 2002).

After developing and refining the initial codebook, each reviewer engaged in independent coding practice. Regular meetings were organized for code discussions and refinements until the completion of the codebook. To document the evolution of new themes and corresponding subthemes, each revision was meticulously recorded with its respective date. Subsequently, interrater reliability calculations were performed by the coders. The coders calculate the percentage of agreement in coding matching the data with the main themes and the subthemes. The initial agreement percentage was 75%. After the revision the coders search for disagreement and practiced more coding, clarifying the themes more. Finally, interrater reliability calculations was subsequently improved to 80% after a few revisions.

Results

1. How does STEM-based lesson plan training, from the perspective of mathematics preservice teachers, contribute to the enhancement of their lesson planning skills?

The responses from the participants in the interviews mirrored their training session experiences and the skills required for the effective implementation of STEM-based lesson plans.

Their perspectives exhibited a range of perspectives, shaped by their individual comprehension and progression in STEM-based lesson development. A majority of the preservice teachers (N = 19) conveyed encountering challenges during the implementation of phase 3. Nonetheless, they asserted that the training session had effectively equipped them with the essential planning skills for integrating STEM-based lesson plans.

Despite the absence of a STEM approach in Kuwait University’s mathematics teaching methods courses, participants in the STEM-based training session showed a tendency to periodically incorporate and integrate STEM into their lesson plans. Table 3 presents the themes emerged in the interview data regarding the enhanced planning skills for preservice teachers, beside challenges.

Table 3. Themes and subthemes in the data related to planning skills enhance for preservice teachers’ lesson.

Main themes	Subthemes	No. text unit
Theme1; Developing STEM lesson plans required problem-solving Skills.	Participant used critical thinking skills for designing lesson plan activities. Participants critically plan for targeting real-world problems	35 38
Theme 2: Enhancing collaborative skills in development of lesson plans.	Participants build personal peer relations during lesson planning. Classroom communication enhanced. STEM Lesson plans developed through enhanced community-based relationships	36 33 35
Theme 3: STEM lesson plans developed participants’ interdisciplinary skills	Participants acquisition of awareness regarding STEM Participants improved utilizing research skills. Participant improved technological skills	29 33 25
Challenges for STEM-based lesson planning	Preservice teachers’ limited interdisciplinary knowledge Lack of role models or in-service mentor Lack of STEM material and technology More time required for STEM lesson plan	28 26 20

Throughout the interviews, elementary mathematics PSTs reported that they practiced and improved diverse planning skills through STEM based lesson plan training.

This process yielded three primary themes from the collected data.

Theme1: Developing STEM lesson plans required problem-solving skills

Derived from the interviews, participants clarified that their encounter with STEM introduced a novel concept, ushering in a fresh learning journey. They detailed how engaging in the process of planning STEM-based lessons disrupted their prior familiarity with traditional lesson planning, ushering in a novel approach to crafting lesson plans. Participants linked critical thinking with problem-solving inherent in STEM integration. As a result, they reported an enhancement in critical thinking skills compared to traditional mathematics lesson plans. One participant articulated:

When planning STEM lessons, I integrated measurement concepts in mathematics with creation of tools that elementary students could employ to address real-world challenges. For this age group, I encountered difficulty in identifying a fitting activity and explored numerous alternatives. Ultimately, I resolved my lesson plan challenge by devising a hand that could assist earthquake victims (Fatma, 21yrs).

Based on the data, 21 participants claimed that the training session within the teaching methods course empowered them to address real-world problems and integrate several subjects to find solutions. One PST substantiated this by stating:

Our planning and problem-solving skills were enhanced through STEM lesson plans, an aspect we hadn’t previously engaged with. Our attention now centers on addressing challenges that students encounter in their everyday lives, moving beyond solely mathematical concepts to encompass a fusion of science and technology. For example, an activity within a lesson plan involves devising a nutritious recess machine to supply students with fruits and vegetables during breaks, involving concepts of multiplication, subtraction, and currency (Sara, 24 years old).

Another PST confirmed that ‘it’s beneficial that the instructor motivates us to design and think for solutions for problems; this opens avenues for us to delve into environmental challenges, unrestricted by the confines of the math textbook’ (Haya, 24 years old). Another participant elaborated, ‘We thought and evaluated several activities, discarding several solutions (Jamila, 23 years old). Finally, we opted for a STEM activity for elementary students in baking cookies. This activity entailed utilizing diverse units of measurement and combining physical and liquid ingredients to experience change in their forms of matter.’ Finally, a participant stated: ‘It was a challenging process that demanded substantial thought and instructional choices. I orchestrated a STEM activity centered on educating students about the water cycle and its different stages, while imparting the skills to read a thermometer and a ruler (Maha, 25 years old).’

Theme 2: Enhancing collaborative skills in development of lesson plans

Planning a STEM-based lesson emerged as a central objective of the STEM training session within this course. However, all 25 participants underscored that they practiced collaborative work skills more than usual due to the encountered challenges. This experience proved advantageous in honing their communication and teamwork abilities, particularly in terms of peer interactions.

One PST stated: ‘I participate in discussions with fellow peers and strive to provide them with constructive input for their lesson plan activities, drawing upon my knowledge in science’ (Sahar, 21 years old). This statement highlights an escalation in discussions during the STEM training session, fostering peer relationships that encompass constructive feedback.

Ten PSTs described STEM planning as a means of providing aid and sharing ideas with their peers. As one PST articulated, ‘I assist my peers, when necessary, as mathematical concepts benefit from diverse perspectives and viewpoints’’ (Fatma S., 25 years old). This underscores the augmented peer relationships observed during the STEM workshop, as participants offered varying viewpoints on the subject matter.

Participants also noted an enhancement in their classroom communication. For instance, one participant stated, ‘We usually refrain from interrupting our professors during lectures, especially in the mathematics teaching methods course. However, this dynamic shifted after the session, as it demanded heightened focus and expertise’ (Alya, 21 years old).

Thus, participants’ involvement increased over the duration of the six-week session. Another PST remarked, ‘I improved my study plan through participating in class discussions,’ (Huda, 23 years old), further supporting this observation. Another participant remarked: ‘I explain my thoughts and opinions by offering in-depth analysis, particularly pertaining to the technology aspect. I have gained a strong command over it’ (Tamader, 24 years old).

Interacting and collaborating with experts from diverse fields bestowed participants with a heightened sense of confidence when engaging in STEM-related tasks within lesson plans. Several participants indicated their reliance on professionals like engineers and mathematicians. Furthermore, engagement with community members such as science supervisors in the Ministry of Education and technology experts was also pursued.

Affirming this sentiment, another PST expressed, ‘I also receive support from my brother, who is an engineer, and it indeed proves innovative in forging connections among math, science, and technology’ (Fatma, 21 years old). A similar perspective was shared by another PST:

Following the lecture, I approached a friend within engineers unit community. She contributed to proposing the concept of building robotics, utilizing assistant mathematical shapes for an assistant teacher role. She helped organize a STEM project that effectively bridge different disciplines (Sara, 24 years old).

Theme 3: STEM lesson plans developed participants interdisciplinary skills

Numerous participants emphasized that STEM lesson plans had transformed and enriched their awareness and comprehension of STEM subjects and activities. Numerous participants emphasized that STEM lesson plans had transformed and enriched their awareness and comprehension of STEM subjects and activities. As one PST reported: ‘My opinion and knowledge of integrating diverse subjects underwent a positive transformation and enhancement due to this course. I extensively read STEM articles, particularly while devising lesson plans’ (Rahaf, 22 years old). Another PST stated, ‘Upon completing the methods course, my knowledge and objectives regarding planning underwent a shift. Adopting the STEM approach could potentially aid students in understanding the relationship between different subjects’ (Samyah, 25 years old).

Furthermore, sixteen previously held the view that lesson plans served as routine documents guiding Mathematics curriculum and instructional decisions. However, following this study, they acknowledged the value and necessity of incorporating the four STEM core subjects to improve their mathematics lessons. As one student mentioned, ‘before the workshop, I hadn’t really considered integrating various subjects into my mathematics lessons; however, I now I recognize that it’s a more effective approach to engage with students and reach their interests.’ (Yara, 23 years old).

Participants conveyed a substantial involvement in research endeavors to attain solutions for STEM-based integration lesson plans. Therefore, their skills underwent noticeable enhancement, particularly in connection with interdisciplinary aspects such as proficiency in utilizing search engines, Google Scholar, and Google to find unknown answers. Furthermore, participants explored dedicated websites pertaining to STEM learning. Furthermore, they adhered to scientific procedures while formulating problems and seeking optimal approaches for STEM integration. The majority of participants acknowledged the significance of employing research methodologies and self-directed learning to excel in various subjects. One PST articulated, ‘I now can see the usefulness and the benefit of studying the pure science courses in science college, particularly when the instructor prompts us to employ self-learning and research skills for exploration’ (Hanan, 25 years old).

The integration of various subjects proved unexpected for a number of participants, as mentioned during the interviews. Overall, 22 participants shared the sentiment that, following the training session, their confidence in seamlessly intertwining different subjects witnessed an augmentation. For example, one PST stated, ‘I was unsure about composing lesson plans encompassing four-core STEM subjects, yet after [the training], my confidence soared’ (Riham, 22 years old). Another PST agreed on this sentiment, remarking, ‘Prior to the teaching methods course, the thought of science or technology being interconnected with mathematics and applied to our curriculum’s mathematical concepts never crossed my mind’ (Alya, 21 years old). Technology, such as mobile technology, can facilitate students’ exploration of STEM courses and foster connections among diverse academic ideas, a sentiment expressed by 20 participants who integrated technology into their lesson plans. One PST stated that ‘this approach not only involves abstract knowledge but also highlights the 21st-century century skills, such as digital and educational technology, in a creative and interesting way’ (Siham, 25 years old). Another student mentioned the integration of computer programming and engineering into lesson planning. One PST affirmed that, ‘when planning a mathematics lesson using STEM, we aim to incorporate elements of technology, computer programming, and engineering into our activities and classwork’ (Tamader, 24 years old).

Challenges for STEM-based lesson planning

The participant interviews revealed three recurring challenges in STEM-based lesson plans. The first and most prominent obstacle, observed throughout the interviews was the PSTs’ limited interdisciplinary understanding, which could impede their ability to formulate comprehensive STEM lesson plans. This concern was mentioned by nearly all participants and was highlighted by one PST who explained, ‘I lack substantial familiarity with earlier science textbooks, particularly in terms of intertwining their ideas with mathematical concepts. This is a primary hurdle that my peers and I encountered during this workshop’ (Samyah, 25 years old).

Another PST endorsed this perspective, stating, ‘The challenge could arise from the fact that STEM necessitates the integration of interdisciplinary curricula, which proves challenging for me. In our country, curricula are structured on a single-subject foundation, and harmonizing curriculum objectives across subjects might lead to conflicts in lesson planning’ (Haya, 24 years old).

The majority of participants also acknowledged the absence of role models or in-service mentors, primarily due to STEM’s relatively nascent status in Kuwait. Moreover, professional development opportunities tailored specifically to STEM integration have been limited for many educators. Nineteen participants expressed the challenge of locating experienced in-service teachers within the STEM field.

Illustrating this point, one participant shared, ‘I encountered difficulty in locating elementary teachers with experience to guide me in my STEM lesson plan. I suppose, in a way, they apply integration without recognizing it is STEM’ (Yarah, 23 years old). Another PST mentioned that ‘teaching through modeling or observation is one technique that could aid us, as preservice teachers, in learning STEM planning. However, I struggled to identify courses offered by teachers who employed or designed such approaches within a school context’ (Alya, 21 years old).

A shortage of STEM resources and technology emerged as the third concern identified by the participants. Despite STEM gaining prominence as an educational strategy globally, Kuwait University’s curriculum has not been aligned with the STEM approach. One PST highlighted, ‘The instructional resources utilized in schools are ill-suited for STEM lesson plans. Even within our college, we lack the adequate range of resources and technology.’ (Saad, 22 years old). Another PST agreed: ‘I attempted to concentrate on the details of each activity and the requisite materials, but when I embarked on crafting and devising lesson plans, I encountered inadequacies in the available resources and technology’ (Joza, 24 years old).

Ten participants emphasized that crafting a STEM lesson plan demanded more time compared to a mathematics lesson plan. The intricacies of a STEM lesson plan, encompassing the integration of various disciplines, addressing real-world problems, and incorporating technology, contributed to this extended time requirement, as noted by the participants. One participant remarked:

‘It took time because initially, I had to center my attention on mathematical concept, and then seamlessly integrate it with another subject to address a practical issue that students needed to solve’ (Yara, 23 years old). To overcome these challenges, recognizing the intricacies associated with integrating a STEM-based lesson planning approach is crucial. Additionally, ongoing support, thorough preservice preparation, and collaboration with the Ministry of Education hold significant importance.

Discussion

Participants reported that following the STEM-based lesson planning session, they observed improvements in their planning skills, including problem-solving skills, collaborative work, and interdisciplinary skills. They also identified challenges encompassing limited interdisciplinary knowledge, lack of role models or in-service mentors, and inadequate access to STEM materials and technology. The STEM approach introduces a novel method for lesson planning. Through its application, participants in this study honed their problem-solving skills while crafting STEM lesson plans centered around real-world issues. As elucidated in Bergsten and Frejd (2019) study, a multitude of horizontal mathematization activities exist, underscoring the ample prospects for creating integrated STEM lessons.

Similar findings were observed in other studies (Aykan & Yıldırım 2022; Çalış, 2020), affirming that preservice teachers in Turkey exhibited traits such as analytical thinking, problem-solving, and solution-oriented thinking. In the present study, the utilization of the STEM approach facilitated participants’ swift and thorough learning via problem-solving, potentially enhancing their teaching efficacy. Additionally, participants highlighted the contribution of critical thinking skills in fostering introspection and contemplation of their ideas. Sias et al. (2017) also identified inquiry as a fundamental element in preservice lesson planning. In the current study, participants clarified that during the formulation of STEM lesson plans, they engage in critical planning aimed at addressing real-world predicaments. This process equipped them with vital skills for devising practical solutions applicable to everyday life situations. Ching et al.'s (2019) study and Aykan and Yıldırım (2022) research similarly found that PSTs expressed that they also considered real-life problems that are culturally related. According to Maiorca and Mohr‐Schroeder (2020), PSTs encountered challenges in providing solutions to complex real-world problems.

This study observed an augmentation in collaborative teamwork skills as participants worked on their STEM-based plans. The significance of teamwork relationships was similarly highlighted in Maiorca and Mohr‐Schroeder (2020) as well as Aykan and Yıldırım (2022) research, revealing the importance of teamwork for PSTs at various stages. Furthermore, participants noted an enhancement in classroom communication throughout the training course. Bergsten and Frejd (2019) also asserted that a majority of lesson proposals underscored collaboration through group activities. The process of developing STEM lesson plans fostered stronger community-based relationships, as participants in this study sought assistance from professionals, engineers, and even family members. This aligns with Sias et al. (2017) assertion that such relationships contribute to a learning framework that shapes opportunities for place-based learning. Additionally, Drymiotou et al. (2021) deduced that STEM offers career-centered scenarios, effectively heightening students’ situational interest in and comprehension of STEM vocations by enabling active engagement and interactions with experts. The process of developing STEM lesson plans heightened awareness of STEM disciplines. As noted by Han et al. (2015), PSTs perceived STEM as an interdisciplinary approach and incorporated culturally relevant real-life problems into their planning. In this study, participants discerned a distinction between STEM and mathematics lesson plans. They strategically chose specific mathematical concepts, facilitating seamless integration with other disciplines. This approach likely contributed to more effective and successful integrations.

Meanwhile, other studies, such as Sias et al. (2017), reported that curriculum integration in lesson plans was only moderately prevalent, with most plans showcasing minimal to partial integration. Nonetheless, Bergsten and Frejd (2019) put forth that the array of horizontal mathematization activities proposed and featured in STEM-oriented lesson plans effectively intertwine STEM subjects. Furthermore, the process of crafting STEM lesson plans facilitated the enhancement of participants’ research skills. They adeptly employed research skills by searching the internet for solutions to real-world problems. Bergsten and Frejd (2019) recommended the provision of resources like articles from scientific journals on workplace mathematics and professional modeling to enhance the implementation of the STEM approach. Notably, our findings underscored that participants also augmented and effectively applied technological skills.

Yıldırım and Sidekli (2018) demonstrated that STEM applications positively influenced preservice teachers’ technological pedagogical content knowledge and self-efficacy in mathematical literacy Meanwhile, Rinke et al. (2016) emphasized the need for increased focus on technology and computational thinking. On the contrary, Bergsten and Frejd (2019) concluded that students’ grasp of mathematical concepts and procedures did not always hinge on programming, but instead evolved to a comprehensive level through vertical mathematization.

In spite of the enhanced planning skills achieved through STEM lesson planning, participants encountered persistent challenges, such as their limited STEM knowledge. The context of individual subjects exerted a substantial influence on participants’ initial capacity to integrate STEM into lesson planning. Although the preservice teachers possessed expertise in school mathematics and had science-based knowledge, they faced obstacles in developing STEM lesson plans. Numerous studies have arrived at similar conclusions, highlighting challenges in STEM lesson plans attributed to insufficient STEM or interdisciplinary knowledge (Aykan & Yıldırım, 2022; Çiftçi et al., 2022; Kelley & Knowles, 2016; Srikoom 2021).

Moreover, given the limited context of STEM education in Kuwait’s public schools, preservice teachers often encountered a lack of support and were left to navigate the absence of tangible role models. They primarily relied on personal endeavors, with limited external assistance available. Furthermore, participants expressed the need for additional resources and materials to enhance their STEM lesson plans, a finding consistent with the conclusions drawn from various international studies (Aykan & Yıldırım, 2022; Çiftçi et al., 2022; Han et al., 2015; Srikoom 2021). A noteworthy challenge in the development of STEM lesson plans is the increased time requirement, aligning with findings from other studies (Aykan & Yıldırım, 2022; Cinar et al., 2016; Rifandi et al., 2020; Srikoom 2021). This factor should be duly considered when designing STEM training sessions, crafting STEM lesson plans, or implementing STEM teaching practices.

Recommendations

Alsaleh et al. (2022) emphasized the importance of enhancing 21st-century skills preparation within the College of Education in Kuwait. The findings of this study strongly advocate for the inclusion of STEM lesson plans in the teaching mathematics course syllabus. The positive results of enhancement of planning skills (problem-solving skills, collaborative work skills, and interdisciplinary skills) geared toward addressing real-world problems, provide compelling support for the continued integration of STEM into actual classroom settings during the internship period.

Furthermore, it is imperative to integrate the STEM approach into various other preservice teaching courses and educational technology courses. Concurrently, Ministry of Education should undertake a comprehensive revision of the mathematics, science, and computer science syllabi, with a focus on fostering interdisciplinary integration. Public school curricula should be realigned to align with the STEM approach, promoting a heightened level of integration across STEM disciplines. To facilitate these efforts, resources such as laboratories, advanced technology, and specialized training courses must be made available, with collaborative contributions from both the College of Education and the Ministry of Education.

Limitations and implications

The present study is not exempt from certain limitations. First, its reliance on a qualitative approach for planning STEM-based lessons restricts the extent to which its findings can be generalized. Second, the study’s scope is confined to elementary mathematics preservice teachers at the College of Education in Kuwait University. Thus, preservice teachers from other programs may have different perspectives on STEM-based lesson plans. Third, the application of STEM-based lesson planning of the study outcomes to broader STEM teaching practices. Finally, the study sample exclusively comprised female mathematics preservice teachers. Including male preservice teachers in the sample would be beneficial for a more comprehensive understanding. Consequently, future investigations should encompass a wider spectrum of teaching methods that incorporate STEM, while also investigating additional variables like educational level and subject matter.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Noha Alrwaished

Noha Rashed Alrwaished is an Associate Professor in the Department of Instruction and Curriculum in the College of Education at Kuwait University. She earned her PhD from the University of Manchester. Her research focuses on mathematics education, curriculum and instruction focusing in technology.

Appendix A

Interview questions

1. What new knowledge did you acquire from STEM?

2. Could you describe your experience with STEM-based lesson plans?

3. What makes an effective STEM lesson, and how do you come up with ideas that integrate different subjects?

4. In your opinion, has STEM changed your planning skills? If so, how?

5. How does STEM-based lesson plan training contribute to the enhancement of you lesson planning skills?

6. Describe your experience collaborating with peers through STEM plans.

7. What challenges did you encounter, and why?

8. Describe a difficult situation you faced during the planning of STEM lessons.

9. Provide examples of situations where you integrated concepts from different subject.

10. Do you wish to add any information about how you learned from the STEM plan training?