With a central focus on the research question: “What must be done to encourage people to become more E+STEM educated?” this research is based on a Systematic review on ecological knowledge, which is linked to teachers' career growth as well as Environmental Science, Technology, Engineering, and Mathematics (E+STEM) pedagogy. The aim is to identify what instructors must do to improve their experience and credentials as E+STEM-educated people in light of expert views. To disclose expert views, a "mixed method" research approach is utilized in this study, which includes both qualitative and quantitative techniques. The technique employed is exploratory study sequencing, which is a kind of mixed-method study. The Delphi study's initial stage is to gather qualitative data on teachers' professional growth. The quantitative methodology is featured for the phase two of the Delphi research once the data has been analyzed in the first step. Lastly, the ultimate quantitative formulation (third phase) is produced following the data evaluation in the second phase.
Keywords
Science, Technology, Engineering, and Mathematics (STEM), Environmental Science, Technology, Engineering, and Mathematics (E-STEM).
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Marco Scotini
Marco Scotini
International Economics, Fudan University, Shanghai, China, 200437.
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Cite this article
Marco Scotini and Hussein Abdullah, “Integration of Environment and Content Knowledge into STEM Education”, Journal of Computing and Natural Science, vol.2, no.1, pp. 021-026, January 2022. doi: 10.53759/181X/JCNS202202004.
