An Exploratory Study of CL4STEM Teachers' Perceptions and Practices in Selected Secondary Schools, Kaduna State, Nigeria

Abstract

This study investigates the perceptions and practices of teachers implementing the Connected Learning for STEM (CL4STEM) approach, a pedagogical innovation aimed at promoting collaborative learning in STEM education. Preparing students with knowledge and expertise in science, technology, engineering, and mathematics (STEM) is critical for equipping them with the skills needed for the digital economy. In Nigeria, initiatives like the CL4STEM project aim to address this need by enhancing teacher capacity. The approach emphasised on collaboration, critical thinking, and problem-solving. However, there is sparse research on teachers' perceptions of their preparedness and pedagogical knowledge within such innovative frameworks. This study examines 20 secondary school teachers perceptions within the CL4STEM project in Kaduna State, Nigeria to determine their perspectives. The findings reveal that CL4STEM teachers value the approach's emphasis on collaboration, critical thinking, and problem-solving. However, they also face challenges in implementing the approach, including managing classroom dynamics and assessing student learning. The study provides insights into the complexities of pedagogical innovation in STEM education and highlights the need for ongoing support and professional development for teachers. The study's implications suggest that sustained interventions like CL4STEM are vital, but teachers in these fields require continuous support and practical training to be more confident and effective in implementing innovative STEM teaching practices.

Keywords: Innnovative Learning Skills, Secondary Schools, Pedagogical Content Knowledge, CL4STEM, Teacher’s Perceptions, Nigeria