This study explores science teachers' perspectives on STEAM education. The participants were sixteen teachers enrolled in a master's program in Science Education at a public university. A purposive sampling technique was used to select these 16 science teachers as participants. Data were collected using eight open-ended structured interview forms. The data were analyzed through qualitative content analysis. The findings suggest that science teachers viewed STEAM education as focused on the end product and promoting continuous learning. They defined STEAM by providing examples of its design, the activities involved, and its impact on learning. Science teachers held positive attitudes toward using STEAM education, emphasizing its ability to make real-life connections for students. They also identified various challenges related to implementing STEAM education, including issues with educational resources such as a lack of time, insufficient learning materials, large class sizes, budget limitations, inadequate curriculum and physical facilities, and individual challenges faced by both teachers and students. The study concludes that addressing these challenges is essential, especially when implementing STEAM education activities. Providing appropriate physical conditions, adequate in-service training for teachers, and pre-service training for prospective teachers are considered vital for the future development of high-quality STEAM education.
Baran et al. (Mon,) studied this question.