STEM Education Research Articles

Exploring teacher perceptions, commitment, and beliefs in STEM education: a systematic literature review analysis

Exploring teacher perceptions, commitment, and beliefs in STEM education: a systematic literature review analysis

Using digital tools in STEM education and the impact on student creativity in the field of tribology

Using digital tools in STEM education and the impact on student creativity in the field of tribology

An autonomy-supportive intervention program for STEM teachers to enhance engagement among students

An autonomy-supportive intervention program for STEM teachers to enhance engagement among students

Development and validation of an instrument for assessing secondary students’ transdisciplinary STEM practices

BackgroundGiven that limited well-developed instruments are available to assess students’ transdisciplinary STEM practices (T-STEMP), this study aims to develop and validate an instrument for examining secondary students’ T-STEMP competence. According to the T-STEMP assessment framework proposed in our previous study, we developed items and validated the items using Bayesian structural equation modeling (BSEM) and item response theory (IRT).ResultsFirst, the structure of T-STEMP has been justified, that the four design phases are related to a common third-order factor: knowledge-based reasoning and each design phase is composed of three key design challenges. The goodness of fit indices indicated that a two-parameter logistic (2PL) graded response model could fit the data well. The discrimination parameters indicated that most of the items for different grades performed well in distinguishing between students with various ability levels. The Cronbach’s alpha also indicated that the instrument had good reliability in terms of internal consistency.ConclusionsThe model of one third-order factor with four second-order factors and 12 first-order factors was justified as the fitted model representing the structure of the T-STEMP instrument. It means that the four design phases are related to knowledge-based reasoning and each design phase is composed of three key design challenges. The IRT findings show that Taiwanese students may have basic T-STEMP competence, but the breadth and depth of their responses to the key design challenges need to be advanced. Implications for further studies and suggestions for STEM teaching are also provided.

Black and (E)raced: socializing high-achieving black students to minimize racism

ABSTRACT Our education system has been ‘whitewashed’, obscuring the talent and spirit of the African Diaspora. Black students often find themselves compelled to conform to an education system that overlooks their identity, offering them an assimilationist strategy. Assimilation is characterized by White frames in educational ideologies, a model built on White elite thinking despite their assertations that knowledge creation is race neutral and indifferent to power dynamics. This study investigates the experiences of high-achieving Black students who minimize the role of race in STEM education. It sheds light on race-avoidance tactics in predominantly White STEM departments which tend to perpetuate racial erasure and systemic racism. The study also identifies a shift among some students who abandoned race-avoiding tactics and became racially consciousness. The paper underscores the urgency to revisit the systemic roots of racism in educational institutions. Drawing from Afrofuturism, the paper suggests the need for a paradigm shift that celebrates Black identities.

Early childhood STEM education research in Türkiye: a meta-synthesis study

Early childhood STEM education research in Türkiye: a meta-synthesis study

The development of RBL-STEM learning tools to improve students' computational thinking skills in solving plant disease classification problems using convolutional neural network segmentation

This research aims to develop Research Based Learning (RBL) and Science, Technology, Engineering and Mathematics (STEM) based learning tools to improve students' computational thinking skills. The tools include a student task design (RTM), a student worksheet (LKM) and a learning outcome test (THB). Using Thiagarajan's 4D development model (define, design, develop, disseminate), the device was tested on students using a Convolutional Neural Network (CNN) approach for citrus plant disease classification using data from quadcopter drones. The validation results showed that the device was valid with an average score of 3.85 (96.42%). The practicality of the device is very high with an implementation score of 3.85 (96.36%) and a positive student response of 90.08%. The effectiveness of the device was demonstrated by 90% of students achieving classical completeness on the post-test and an increase in computational thinking skills from 0% (high) on the pre-test to 92% on the post-test. The paired sample t-test results also confirmed the statistically significant increase. This learning tool proved to be valid, practical and effective, contributing to technology-based learning innovation in modern agriculture.

Investigating the impacts of culturally relevant engineering design (CRED) on students’ perception and engagement in k-12 stem classroom

This study highlights effective strategies for enhancing student interest and participation in STEM education through culturally relevant approaches. Both quantitative and qualitative research approaches were engaged for this study. A survey was created and sent online to a group of grade 8 to 12 STEM students who completed the study. The interview questions were made and sent to 6 teachers. The qualitative data was taken and analyzed using descriptive findings and quantitative data was taken and analyzed via the Statistical Package for the Social Sciences (SPSS) software to find relationships between culturally relevant engineering design (CRED) and students' perceptions and engagement in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Our findings reveal a significant positive correlation between students' perceptions of culturally relevant engineering design and their engagement in STEM learning activities. Specifically, students who perceive culturally relevant engineering design positively demonstrate higher levels of engagement in STEM learning.

Students' Mathematical Logical Thinking Skills through Kite Making in STEM Education

Students' Mathematical Logical Thinking Skills through Kite Making in STEM Education

Development and Validation of a Computer Simulation-Based Laboratory Manual for Gas Laws

This study developed and validated a laboratory manual for teaching gas laws using computer-aided simulations to address challenges in chemistry education. Utilizing a descriptive educational and research model alongside the ADDIE framework, the manual was evaluated by expert validators and tested with Grade 11 STEM students and teachers. The validation results by the experts were evident in all criteria, including pedagogical approach, content relevance, technology integration, assessment strategies, and teacher support and professional development. The manual effectively promotes student-centered learning, aligns with curriculum standards, and enhances engagement and comprehension through technology integration, providing a valuable resource for teachers and improving student outcomes.

Psychosocial Differences Between Female and Male Students in Learning Patterns and Mental Health-Related Indicators in STEM vs. Non-STEM Fields

This study explores psychosocial differences in mental health indicators and learning patterns between male and female students to promote inclusion and equality in university classrooms, focusing on STEM and non-STEM fields. Using a holistic approach, five learning dimensions comprising a diversity-in-learning (DinL) construct were analyzed: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social Context. Psychosocial predictors, including paternal and maternal parenting patterns, were also examined. Data were collected through a questionnaire completed by 2443 students from 83 undergraduate and postgraduate programs. Results indicated that male students reported higher levels of autonomy, while female students reported experiencing more mental health difficulties related to learning. Gender differences in learning dimensions were more pronounced in non-STEM fields. Parental influences also differed, with fathers and mothers shaping male and female students’ learning patterns in ways that reflect traditional gender roles. The findings highlight the lasting effects of gender roles on learning habits and psychological challenges in higher education. The study underscores the importance of addressing gender patterns in parenting and education to support more women in pursuing STEM fields, ultimately fostering greater equality and inclusion in academia.

Empowering STEM teachers with TPACK: Insights from the DECODE online professional development program

This study was carried out to analyze an online science, technology, engineering, and mathematics (STEM) teachers’ professional development using the DEmonstration, CO-train/design/teach, DEbrief (DECODE) model to empower teachers in refining technological pedagogical content knowledge (TPACK) skills. The model was performed due to the focus on STEM education as well as the ongoing challenges posed by the virtual environment era. The online DECODE model is mainly based on virtual lectures in combination with hard copies of instructors’ manuals, forming a blended training model. Therefore, the model empowered teachers to refine TPACK skills through familiarization with various software technologies and enhancing proficiency in instructional design. A total of ninety-one teachers from diverse educational settings, including urban, suburban, and rural schools, actively participated in a comprehensive 72-hour study. A willingness to engage in similar STEM-TPD sessions in the future was expressed after the analysis of open-ended questions. Furthermore, the paired sample t-test results showed a significant difference in TPACK ability before and after the training (t = 4.21; <i>p </i>= <.001; <i>d </i>= .82). The results showed that online teachers had increased the understanding and ability of TPACK after participating in online STEM-TPD workshop. Therefore, STEM-TPD with the DECODE model was essential to preserving teaching quality in the virtual and digital age.

Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging

ABSTRACTHaving a sense of belonging can promote persistence in the STEM fields, but less is known about what it means to develop that sense of belonging. To investigate this phenomenon, we conducted semi‐structured interviews with a cohort of STEM students (n = 10) nearing graduation at an urban university regarding their sense of belonging and qualitatively coded the interviews using thematic analysis. Results revealed that all interviewed students clearly articulated feelings of belonging, making them an ideal population from which to learn more. We applied two frameworks to guide our understanding of what factors promoted the development of a sense of belonging for these students: the Network Theory of Social Capital and the Counterspaces Framework. The students described their experiences in relation to elements of social capital and counterspace processes as they reflected on the development of feelings of belonging. One element of social capital, “reinforcement,” or assurance and recognition of one's worthiness as a member of a group, was the most prevalent element of social capital influencing the participants' development of a sense of belonging. “Direct relational transactions,” or the exchange of resources within a community, was the most prevalent counterspace process discussed by the participants. Our findings expand the utility and add to the theoretical underpinnings of the two frameworks, indicating that gaining social capital and experiencing counterspaces can contribute to undergraduate STEM student development of a sense of belonging.

New Perspective of the Persistent Gender and Diversity Gap in Nobel Prizes.

Despite significant strides in gender equity, the Nobel Prizes in STEM fields continue to exhibit glaring disparities in the recognition of women's contributions to science. Thirty years ago, only 3% of Nobel laureates in science were women; today, that number has increased marginally to 4%, raising the critical question: Why "still" so few? This opinion piece examines systemic inequities and structural barriers that hinder the equitable acknowledgment of women's and underrepresented groups' contributions to science. Data reveal that while women now comprise a significant proportion of degree recipients and workforce entrants in fields such as biomedical research and chemistry, their representation among Nobel laureates remains disproportionately low. Furthermore, racial inequities exacerbate the lack of diversity, with no Black individuals receiving a Nobel Prize in STEM fields to date. The article advocates for transformative changes in academic and research ecosystems to dismantle the power structures and biases that sustain these inequities. It calls for intentional strategies to support, empower, and recognize women and underrepresented scientists, emphasizing the need for inclusive metrics of success. Drawing on personal experiences and the inspirational achievements of past women laureates, the author underscores the urgency of creating equitable pathways to scientific recognition. The piece concludes with a hopeful vision of a future where diversity and inclusion in Nobel recognitions reflect the rich talent and innovation present across all demographics in STEM.

STEM teachers' perceptions, familiarity, and support needs for integrating generative artificial intelligence in K‐12 education

AbstractWe applied a mixed‐method survey approach to explore STEM teachers' perceptions, familiarity, and the support needed for integrating generative artificial intelligence (GenAI) in K‐12 education. The study collected 48 responses from Idaho, USA, predominantly from White, female teachers servicing in rural schools. We analyzed data using both descriptive and inferential statistics, along with thematic and content analysis. The findings revealed diverse perceptions among STEM teachers regarding the impact of GenAI on education, with an almost equal split between those who viewed GenAI positively and those who viewed it negatively. Similarly, teachers' familiarity with GenAI integration varied widely, with over half lacking user experience. A significant positive correlation was found between teachers' perceptions of GenAI and their familiarity with its integration. Despite these varied views, there was a strong consensus among teachers on the importance of equipping students with AI‐related knowledge and skills. While professional development was identified as the most crucial support for GenAI integration, STEM teachers pointed to their own resistance and a lack of awareness among school leadership as major challenges to implementing GenAI‐focused professional development. The study discussed the implications for developing support systems that can better facilitate STEM teachers' GenAI integration.

A pedagogical approach: toward leveraging mathematical modeling and AI to support integrating humanities into STEM education

This paper examines the transformative potential of integrating humanities into STEM education using interdisciplinary approaches, AI, and Model Eliciting Activities (MEAs). The integration is motivated by the increasing complexity of global challenges, such as climate change, which demand solutions that extend beyond traditional STEM boundaries and incorporate ethical, cultural, and societal considerations. This study profiles a multi-year, NSF-funded project focused on enhancing STEM literacy among underrepresented minority students through agricultural sciences-based MEAs that address key societal challenges in health, energy, urban green spaces, and food security. The paper details the curriculum’s design principles, emphasizing real-world, culturally relevant contexts. Results indicate that while quantitative measures show limited significant changes in interest and motivation, qualitative findings highlight increased student engagement, especially regarding real-world issues. The study underscores the importance of structural and interactional components, such as culturally relevant pedagogy, for successful curriculum implementation. Future research is recommended to explore broader applications of this model across diverse educational settings, aiming to refine interdisciplinary educational frameworks that equip students with technical skills and ethical awareness to navigate societal challenges responsibly. This case study provides a framework for educators seeking to implement interdisciplinary approaches that prepare students to address complex global challenges by integrating technical skills with ethical and cultural understanding.

Signals of inclusion: how faculty demographics impact the use of identity safety cues in undergraduate STEM syllabi

In this study we explore the relationship between faculty demographics such as gender, academic rank, and field, and the presence of Identity Safety Cues (ISCs) in undergraduate course syllabi. ISCs, such as the inclusion of instructor pronouns, inclusivity statements, and materials authored by women and gender minority scholars, are increasingly seen as indicators of inclusive teaching practices. Drawing from an original dataset of 163 syllabi from introductory undergraduate courses at Worcester Polytechnic Institute, a STEM-focused institution in the United States of America, we examine how these cues are used by faculty across different fields, gender, and rank. We employ a combination of descriptive and predictive statistics methods to investigate the influence of faculty demographics on syllabi design. Our findings reveal that women faculty across all disciplines are more likely to include ISCs compared to their male counterparts. Field also plays a substantial role in syllabi design, with faculty in the Humanities & Arts including ISCs much more frequently than those in STEM and the Social Sciences. The implications of these findings suggest a need for targeted faculty professional development and mentorship to promote better inclusive pedagogy in STEM education.

Cultivating creative minds: An online math course’s impact on Chinese students during the COVID-19 pandemic

This study examines the implementation and outcomes of an online mathematics course designed to foster creative and critical thinking among six Chinese 10-year-olds during the COVID-19 pandemic. Delivered by an Israeli educator, the course focused on problem-solving tasks that encouraged independent and original thinking in a cross-cultural, remote learning context. The research addresses two primary questions: how online math courses can enhance creative thinking and the challenges of implementing such courses in culturally diverse settings. Initial challenges, such as cultural hesitancy to engage in creative exercises, were addressed through carefully structured tasks blending logical reasoning with creativity. This approach resulted in significant improvements in students’ problem-solving abilities and positive attitudes toward STEM fields. A qualitative analysis of student feedback and solutions underscores the potential of online education to not only replicate but also enhance traditional learning experiences, particularly when adapted to the cultural contexts of learners. The findings highlight the importance of culturally responsive teaching and the integration of creative elements into mathematics curricula to foster higher-order thinking skills. This study provides practical recommendations for educators and policymakers while identifying key avenues for future research on the long-term impact of creative online learning and its application across diverse educational contexts.

Pre-Service Teachers’ Digital Competence: A Call for Action

In our digital era, pre-service teachers need profound professional digital competences to be able to effectively foster their learners’ digital skills. Studies pointing to a lack of integration of digital competences at secondary schools demonstrate the need for research and action to foster professional digital skills in teacher education. Using a mixed methods approach and based on the DigCompEdu framework, this paper presents the results of a survey comprising 75 questions about students’ capability to teach digital skills, which was answered by 322 advanced pre-service teachers of a large mid-European university. The results of the performed statistical tests and the conducted thematic analysis show that half of the pre-service teachers do not feel sufficiently prepared by their study program to foster digital competence. Students who do not study a STEM subject and students with teaching practice felt significantly less prepared to teach digital skills compared to students who study at least one STEM subject and students without teaching practice, respectively. We conclude that universities should develop and thoughtfully implement a holistic concept to integrate digital skills in the teacher education curriculum to adequately prepare future teachers for the digital era.

QScratch: introduction to quantum mechanics concepts through block-based programming

This article introduces QScratch, a novel educational tool designed to introduce fundamental quantum concepts and principles. It is an extension of the high-level block-based visual programming language Scratch, developed by the MIT Media Lab. The quantum concepts taught are presented in a simple and illustrative, yet rigorous way. The selection of topics and their adaptation for this project has been made taking into account the huge complexity of the subject, developing specific intuitive blocks to model the quantum behaviours of superposition, entanglement and measurement. A pilot study carried out with a group of 68 students has demonstrated the validity of the software developed as a tool for introducing complex quantum physics concepts. Thus, the proposed tool complements the original Scratch tool, advancing in the construction of Science, Technology, Engineering and Mathematics (STEM) tools that facilitate the introduction of quantum concepts to everyone.