Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and
Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based
STEM approaches. Such knowledge could provide relevant information for education training institutions on how to
influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions
of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM
approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different
science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data
on teachers’ perceptions were captured through surveys, interviews, open-ended questions and classroom discussion
before and at the end of the workshop. Study findings showed that STEM professional development workshops can
provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to
teaching science in their schools.