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Unveiling the Landscape of STEM Education Research in Teaching: Teachers' Perceptions and Practices

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Title: Unveiling the Landscape of STEM Education Research in Teaching: Teachers' Perceptions and Practices
Language: English
Authors: Tannur Bakytkazy (ORCID 0009-0001-8606-2194), Kuralay Nurgaliyeva (ORCID 0000-0002-0696-7277), Nuri Balta (ORCID 0000-0002-6364-5346), Nurman Zhumabay (ORCID 0009-0008-7100-008X), Katerina Tzafilkou (ORCID 0000-0003-4092-6492), Louis S. Nadelson (ORCID 0000-0002-6007-6555)
Source: European Journal of STEM Education. 2025 10(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: STEM Education, Educational Research, Teacher Attitudes, Elementary Secondary Education, Physics, Foreign Countries, Faculty Development, Value Judgment, Research Utilization, Barriers
Geographic Terms: Kazakhstan
ISSN: 2468-1954
2468-4368
Abstract: Our research focused on empirically documenting the STEM education research perceptions and practices of K-12 physics teachers in Kazakhstan. We explored how the teachers perceived and engaged with STEM educational research while implementing integrated STEM instruction and content. We recruited 50 physics teachers from a population of teachers participating in a STEM education professional development program in Almaty, Kazakhstan. To gather data from the participants, we used a translated version of the survey developed by Booher et al. (2020), "Teacher Perceptions and Use of STEM Educational Research." We collected the teachers' responses using a Google Form distributed online to the teachers attending the professional development event. We found the teachers held diverse perspectives on the benefits and value of integrating STEM education research into their teaching practices. Moreover, our analysis indicated a strong correlation between the culture of utilizing educational research in their schools and the teachers' perceptions of the benefits of the research. The importance of enhancing teacher engagement in evidence-based decision-making and teaching practices emerged as a central theme. We elaborate on the possible implications and solutions for motivating the use of STEM education research to inform curriculum design and instructional strategies that foster high-impact learning environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491302
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Unveiling the Landscape of STEM Education Research in Teaching: Teachers' Perceptions and Practices
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  Data: <searchLink fieldCode="AR" term="%22Tannur+Bakytkazy%22">Tannur Bakytkazy</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-8606-2194">0009-0001-8606-2194</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kuralay+Nurgaliyeva%22">Kuralay Nurgaliyeva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0696-7277">0000-0002-0696-7277</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nuri+Balta%22">Nuri Balta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6364-5346">0000-0002-6364-5346</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nurman+Zhumabay%22">Nurman Zhumabay</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-7100-008X">0009-0008-7100-008X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katerina+Tzafilkou%22">Katerina Tzafilkou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4092-6492">0000-0003-4092-6492</externalLink>)<br /><searchLink fieldCode="AR" term="%22Louis+S%2E+Nadelson%22">Louis S. Nadelson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6007-6555">0000-0002-6007-6555</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2025 10(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: 15
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kazakhstan%22">Kazakhstan</searchLink>
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  Data: 2468-1954<br />2468-4368
– Name: Abstract
  Label: Abstract
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  Data: Our research focused on empirically documenting the STEM education research perceptions and practices of K-12 physics teachers in Kazakhstan. We explored how the teachers perceived and engaged with STEM educational research while implementing integrated STEM instruction and content. We recruited 50 physics teachers from a population of teachers participating in a STEM education professional development program in Almaty, Kazakhstan. To gather data from the participants, we used a translated version of the survey developed by Booher et al. (2020), "Teacher Perceptions and Use of STEM Educational Research." We collected the teachers' responses using a Google Form distributed online to the teachers attending the professional development event. We found the teachers held diverse perspectives on the benefits and value of integrating STEM education research into their teaching practices. Moreover, our analysis indicated a strong correlation between the culture of utilizing educational research in their schools and the teachers' perceptions of the benefits of the research. The importance of enhancing teacher engagement in evidence-based decision-making and teaching practices emerged as a central theme. We elaborate on the possible implications and solutions for motivating the use of STEM education research to inform curriculum design and instructional strategies that foster high-impact learning environments.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1491302
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Research Utilization
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Kazakhstan
        Type: general
    Titles:
      – TitleFull: Unveiling the Landscape of STEM Education Research in Teaching: Teachers' Perceptions and Practices
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            NameFull: Tannur Bakytkazy
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            NameFull: Kuralay Nurgaliyeva
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            NameFull: Nuri Balta
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            NameFull: Katerina Tzafilkou
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              Y: 2025
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