A Needs Analysis of Biology Teachers’ Perception on the Integration of STEM, SSI-Based Instruction and Flipped Classroom Strategies
The study investigated biology educators’ preparedness and obstacles in adopting innovative teaching methodologies in biology education. The findings indicated that although respondents were predominantly young, well-educated, and open to innovation, substantial obstacles hindered effective implementation. Fifty percent of the educators regarded their school climate as unsupportive, signifying institutional limitations. While 86.7% affirmed that the integration of STEM, Socio-Scientific Issues (SSI), and flipped classroom methodologies boosts learning, only 6.7% regarded themselves as competent in implementing these techniques. Additionally, 93.3% indicated a necessity for professional development, 60% identified a deficiency in teaching materials, and 53.3% noted a lack of technological support. The study determined that the principal impediments arise from deficiencies in training, resources, and institutional support, rather than teacher motivation. It advocates for continuous professional development, enhanced resource distribution, robust administrative backing, and a school atmosphere that fosters instructional innovation and effective pedagogical practices.