Abstract:

The aim of this research is to specify the metaphorical perceptions of science teachers regarding STEM education. The metaphors created by science teachers are interpreted in the World Economic Forum’s Future of Jobs Report (2018) according to the skills that should be the most likely in individuals in the future. In this study, phenomenology pattern which is a method of qualitative research has been used. The study group consists of 84 science teachers with STEM education. The participants did not produce any negative metaphors related to the STEM education. 84 valid metaphors are classified using categories such as “Analytical Thinking and Innovation / Creativity, Originality and Sociability”, “Active Learning and Learning Strategies”, “Technology Design and Programming”, “Critical Thinking and Analysis”, “Complex Problem Solving/Reasoning, Problem Solving and Understanding”, “Leadership and Social Impact” and “Emotional Intelligence”. The most metaphors produced categories are “Leadership and Social Impact”, “Complex Problem Solving / Reasoning, Problem Solving and Understanding”, “Analytical Thinking and Innovation / Creativity, Originality and Sociability”, while the least metaphors produced categories are “Emotional Intelligence”, “Technology Design and Programming” and “Critical Thinking and Analysis”. In this study, it has been concluded that STEM education develops 21st century skills which parallels with World Economic Forum. In this context, STEM education can be more integrated into the teaching programs. Moreover, science teachers who are practitioners of STEM education may be required to have STEM education with in-service training.

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