ABSTRACT
One of the most significant current reforms of science education is implementing interdisciplinary science, technology, engineering and mathematics (STEM) subjects in middle and high schools because of its impact on increasing students’ interest in STEM professions in addition to increasing students’ twenty-first century skills (Asghar, Ellington, Rice, Johnson, & Prime, 2013). The new reform of science education aims to increase the professional careers of STEM subjects (Kuenzi, Mathews & Mangan, 2006; National Science Board, 2007). The benefits of STEM education are that it correlates real-world problems with the content being taught. The extended benefits from this relationship are that it increases students’ interest and motivation in STEM careers as well as avoiding questions about why they have to learn this subject (Asghar et al., 2013; Merrill & Daugherty, 2010). Many researchers are convinced that STEM education contributes to students’ acquiring skills in problem solving, critical thinking, collaboration, management, self-directed learning, communication, creativity and innovation, and analytical thinking, as well as a connection to real-world problems (Asghar et al., 2013; Capraro, Capraro & Morgan, 2013; Casteldine & Chalmers, 2012; National Science Board, 2007).
