Abstract:

The study sought to determine the challenges faced by Biology Secondary teachers in Zimbabwe when using instructional methods that promote Science Technology, Engineering and Mathematic (STEM) Education and the possible solutions to the challenges. The sample was composed of fifty secondary schools in Harare that offer Biology at Ordinary and Advanced level. Two Biology teachers per school were involved and the total number of Biology teachers was one hundred.

Data was collected using questionnaires administered to both Ordinary and Advanced level biology teachers. One lesson at Ordinary and Advanced level was observed at each of the fifty schools. The obtained results indicate that Biology teachers in Zimbabwe are still using more the traditional teaching method that is teacher centered rather than the current student-centered approach that promotes STEM education due to a number of challenges they are facing. These challenges include lack of digital classrooms, lack of consistent power supply, lack of fully equipped biology laboratories and lack of teachers who have the necessary skills such as computer skills. In order for STEM Education to be successfully implemented in Zimbabwe at secondary school level these issues must be addressed.

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