Akademik Veri Yönetim Sistemi
Kapadokya Eğitim Dergisi, cilt.6, sa.1, ss.97-114, 2025 (Hakemli Dergi)
This study examined the challenges that science teachers encounter when assessing students' skills in STEM tasks. The research employed a phenomenological design consistent with the attributes of qualitative research. Teachers who incorporate STEM activities in scientific curricula are favored. The research study group comprises seven science teachers employed in K*** and N*** provinces for the 2021-2022 academic year. Semi-structured interviews comprising two open-ended questions were executed. The first researcher performed online interviews, obtaining audio recordings with the participants' consent. Following the transcription of the audio recordings, a content analysis was performed by establishing categories, subcategories, and codes. The study found that science teachers encounter multiple challenges regarding accomplishment, time, student engagement, active participation, and integration of STEM disciplines while assessing skills in STEM activities. These issues include the lack of alternative assessment tools, students' difficulty in addressing skill-based questions, their familiarity with conventional assessment methods, insufficient preparedness, the challenge of measuring integrated skills, and overcrowded classrooms.