What type of study is this?

This is a Q Methodology study (also classified as: Observational).

September 10, 2025

Primary School Teachers' Perception of STEM Integration in Turkey: A Q‐Methodological Study

Key Points

Teachers in Turkey perceive real-life contexts as key for effective STEM integration in classrooms, avoiding a single-discipline focus.
The Q-set revealed four categories of STEM integration focused on real-life contexts, content knowledge, and interdisciplinary approaches.
A group of 28 primary school teachers underwent Q methodology to assess their perceptions of STEM integration based on training received.
The findings suggest a need for further emphasis on engineering-oriented integration within STEM education for primary school teachers.

Abstract

ABSTRACT Integration is a key element in science, technology, engineering and mathematics (STEM) education. Connecting domain‐specific or shared knowledge and skills within a course, unit or curriculum based on real‐life contexts is crucial for STEM integration. The success of STEM education depends on teachers' perceptions of the integration. This study used Q methodology to determine perceptions of primary school teachers about STEM integration. The study group comprised primary school teachers ( n = 28) who had completed in‐service training programmes for STEM education in Turkey. The Q‐set—a data collection tool comprising 23 items—was applied to the study group. Teachers' perceptions were categorised as interrelated STEM integration for real‐life contexts, merging content knowledge focused STEM integration, science and mathematics focused interrelated STEM integration and interdisciplinary STEM integration. The participants showed a tendency to integrate real‐life contexts and interrelated STEM knowledge in classrooms and did not adopt a single discipline‐oriented teaching approach. They were limited in their efforts toward engineering‐oriented/supported integration.

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