الملخص الإنجليزي
This study aimed to explore science teachers and innovation centers employees' perceptions
about the role of innovation centers in supporting (STEM) approach education in both
variables of gender and job experience. The study used mixed methods approach. The
researcher collected quantitative and qualitative data using a questionnaire and focused
group interviews. The questionnaire included four dimensions: students' achievement of
(STEM) approach education principles, introducing students to the fields related to (STEM)
approach education, supporting practices for students engagement in (STEM) approach
education, and educating science teachers for (STEM) approach. The focused group
interview included (8) open-ended questions related to aims, possibilities, facilities,
difficulties, and developmental aspects. The validity and reliability of the two study tools
were verified in which the questionnaire was (0.98), and the interview reliability was (0.85).
The questionnaire was administered on a total participants of (n=130) science teacher who
visited the innovation centers and centers' employees, while the focused group interviews
included (n=16) participant from study sample.
The results of study showed that the role of innovation centers in supporting the (STEM)
approach education from the perceptions of science teachers visiting those centers was the
highest in the third dimension, which was "supporting practices for engaging students in the
(STEM) approach education", the results showed that the mean was average (M=3.60). In
addition. While the role of innovation centers in supporting the (STEM) approach education
from the perceptions of employees of those centers was higher in the first dimension, which
was "students' achievement of (STEM) approach education principles", the results showed
that the mean was high (M=4.14). In addition, there were no statistically significant
differences at (α≤ 0.05) level between the perceptions of science teachers visiting innovation
centers with respect to gender and job experience. Also, there were no statistically significant
differences at (α≤ 0.05) between the perceptions of innovation centers' employees with
respect to their gender and job experience. However, the perceptions of science teachers
visiting innovation centers showed statistically less significant than the perceptions of the
employees of those centers. The interview also revealed some challenges and suggestions
for the development of the innovation centers.
In light of the above findings, the study recommends a preparation of guidelines that include
a list of programs, training courses, and resources to be available to science teachers and
their students in order to support (STEM) approach education, and to make these guidelines
easily accessible for science teachers. Furthermore, it suggests conducting a semiexperimental study on the effectiveness of implementing a training program on the (STEM)
approach education for science teachers in innovation centers in the Sultanate of Oman.
