| Summary: | The current COVID-19 global pandemic forces teachers to adapt to the current situation and to come out with alternative teaching methods and STEM instructional practices to make sure the objective of equipping students with STEM knowledge, skills and capabilities could be achieved. Moreover, the declining trends of students choosing STEM subjects and careers in Malaysia have triggered research and initiatives on exploring effective approaches in science classrooms. This qualitative study intends to explore the best way to integrate STEM components through interdisciplinary and integrated approaches across science subjects (biology, physics, and chemistry) through a scientist-teacher-student partnership (STSP) initiative. The researchers employed purposive sampling to select 6 scientists and 6 science teachers for this need analysis study. Three round table discussions were conducted where data were collected through focus group interviews. Constant comparative methods were used for data analysis to identify ‘needs’ to be included in the integrated STEM instructional practices. The scientists and teachers validated the data obtained during a one-day workshop. Based on their consensual agreement, three (3) themes have emerged which are (1) the focus of the integrated STEM instructional practices, (2) the important elements of the integrated STEM instructional practices, and (3) the strategies for lesson implementation. The results of this study uncovered the bilateral perspectives of integrated and interdisciplinary STEM instructional practices between the scientists as knowledge practitioners and experts in STEM and teachers, the curriculum implementer and agent of change in the STEM classroom. © 2022. ASM Science Journal. All Rights Reserved.
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