An initial knowledge of prospective chemistry teachers' skills in integrating STEM-Based chemistry learning at vocational school

Delivering chemistry materials in the vocational school need to be prepared in a meaningful way to increase the relevance among the chemistry concept with students' vocational expertise. The Science, Technology, Engineering, and Mathematics (STEM) learning became a prominent choice in this context. The objective of this research was to explore prospective chemistry teachers' initial knowledge in integrating STEM based chemistry learning at vocational school. To meet this objective, survey research with qualitative approach was employed. A total of 27 third year prospective chemistry teachers who enrolled in the vocational chemistry course in a public university in Yogyakarta, Indonesia was participated in this research. The data of this research were obtained through STEM Initial Knowledge Survey (STEM-IKS) consisted of 8 open ended questions varying from basic knowledge about STEM approach, possibility to implement STEM based chemistry learning, advantages and drawbacks using STEM in chemistry learning at vocational school. Content analysis using interpretative coding was used in the data analysis technique. The findings show that prospective chemistry teachers have known the basic concept about STEM. Unfortunately, they have a lack understanding in giving the example of STEM implementation in the chemistry learning at vocational school. They found difficulties in making the relevance among the STEM discipline with vocational expertise. Therefore, the prospective chemistry teachers need to be given any chances in designing STEM-based chemistry learning at vocational school when they were participated in the teacher preparation program. Thus, when they will become the real chemistry teacher, they can integrate meaningful STEM based chemistry learning especially in the vocational school. Copyright © 2023 Author(s).