معوقات تطبيق منحىstem التكاملي في التدريس من وجهة نظر معلمات رياض الأطفال
The study aimed to identify the obstacles to implementing the integrated STEM approach in teaching from kindergarten female teacher’s point of view. The research methodology was chosen for its suitability to the study's topic. The study population consisted of all kindergarten female teachers in Al-Jubail, totaling 371 female teachers, during the academic year 1443 AH. The primary sample was selected using simple random sampling from the study population, comprising 152 kindergarten female teachers. A questionnaire was adopted as the data collection instrument for this study, and after verifying its validity and reliability and using the statistical software (SPSS), the study's results indicated that the obstacles to implementing the integrated STEM approach in teaching from the perspective of kindergarten female teachers, as a whole, had a high mean score of (3.77) with a standard deviation of (0.50), the obstacles related to kindergarten female teachers, as a whole, were also rated as high. While obstacles related to kindergarten children as a whole were of moderate severity, and the obstacles related to the classroom environment, as a whole, were rated as high, additionally, the obstacles related to the content, as a whole, were of moderate severity. Furthermore, the results showed statistically significant differences in the first domain (obstacles related to kindergarten female teachers) and the fourth domain (obstacles related to content) concerning the variable of years of experience, favoring the category of "less than 5 years". Statistically significant differences were also found between the "bachelor's degree" category and the "master's degree" category in the first domain (obstacles related to kindergarten female teachers), favoring the "bachelor's degree" category. The study recommended the need to reconsider the preparation programs for kindergarten female teachers in the Kingdom of Saudi Arabia to ensure their successful development in line with the integrated STEM approach. (Published abstract)