A Different Perspective on Design-Skill Workshops and STEM Education: Teachers’ Opinions


  • Özge Arslan


Keywords: Design-skill workshops, STEM education, teacher, phenomenology


This study investigated teachers’ opinions of Design-Skill Workshops and STEM education. The study adopted a qualitative phenomenological research design. The sample consisted of 12 teachers recruited using purposive convenience sampling. The data were analyzed using content analysis. Participants stated that Design-Skill Workshops contributed to their development and that schools could integrate Design-Skill Workshops into education if they improved their infrastructure. They also noted that universities should provide undergraduate students with courses on Design-Skill Workshops and that schools should provide teachers with in-service training on Design-Skill Workshops s. Participants also talked about the advantages of STEM education. However, they added that they did not know enough about STEM education and that the curriculum was not aligned to STEM education. Recommendations were made based on these results.


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How to Cite

Arslan, Özge. (2021). A Different Perspective on Design-Skill Workshops and STEM Education: Teachers’ Opinions. Journal of STEM Teacher Institutes, 1(1), 58–65. Retrieved from https://jstei.com/index.php/jsti/article/view/6