1. Identify the possible variables and the type of data from the theoretical and methodological gaps.

2. Based on the given variable, design a conceptual model using the appropriate figures and arrows.

The present study aimed to describe preservice teachers' perception on STEM education. Participants of this study were 48 pre-service teachers in mathematics and science subject from Mathematics and Natural Science Faculty of Universitas Negeri Padang. The participants were asked to give respond to an online questionnaire about their perception on STEM education. In general, the questionnaire consisted of three main parts. In the first part we were interested in whether the participant ever heard about STEM education or not, it followed by question on how they get to know it and their initial views on what relationship of each component in STEM has. Furthermore, we focused on participants'perception which we got from their responses on the following six statements: (a) STEM is really necessary to be implemented in learning, (b) STEM purpose is to relate the learning process in the school with students' daily life, (c) STEM is suitable to be integrated in all subjects, (d) STEM can be Implemented in every level of education, (e) STEM is really connected to problem solving skill, (f) STEM is really connected to students' preference on choosing a job in the future. The participants were required to respond on a four-scale disagreementagreement. In the third part of the questionnaire, we would like to investigate the perception of the participant on what challenges might occur when implementing STEM education along with their suggestions. We provided the participants with a list of possible answers and the they could choose more then one option. As the last question, we asked the participants about their view whether Indonesia suit with the integration of STEM education on its curriculum. For this, we only provide yes or no option to be chosen by the participants.