STEM Education Research Articles

AI Application in Secondary School STEM Education

This article provides a literature review to understand the application of AI in STEM, including the research methods, tools, subjects, ethics, etc. Pay attention to the process of cultivating students' technical skills, core technical literacy, curriculum reform in technical education, and relevant international comparisons. Artificial Intelligence in Education (AIEd) primarily focuses on the development of "computers that perform cognitive tasks," typically related to the human brain, particularly in learning and problem-solving. Applications and tools driven by artificial intelligence technology, such as intelligent robots and adaptive learning systems, are increasingly being utilized by educators and learners in K-12 and university environments. Artificial intelligence technology provides learners with the opportunity to achieve personalized learning to meet their individual needs.

Secondary School Students' STEM Education Anxiety: The Role of Teachers’ Teaching Self-Efficacy Beliefs and Outcome Expectancy Beliefs

Secondary School Students' STEM Education Anxiety: The Role of Teachers’ Teaching Self-Efficacy Beliefs and Outcome Expectancy Beliefs

Introducing Artificial Intelligence to Secondary Schools Through STEM Learning and the Logic Programming Language Prolog

This article proposes a project aimed at introducing secondary school students to artificial intelligence and logic programming using the Prolog language. In commemoration of the 50th anniversary of Prolog’s development, the authors participate in the international initiative “Prolog Education and Thinking” through the “Digital Bulgaria in Prolog” activity, implemented in Bulgarian secondary schools. The article offers a concise overview of a STEM (Science, Technology, Engineering, and Mathematics) educational program and training for secondary school students in Bulgaria. STEM serves as a project-based learning approach, fostering students’ understanding of multiple disciplines and utilizing diverse technologies to enhance their skills. Additionally, the article showcases examples of student initiatives spanning natural sciences, informatics, humanities, culture, and art, illustrating the interdisciplinary nature of STEM education.

A cross-specialization study of pre-service teachers’ perception of STEM education

ABSTRACT This article investigates STEM education perceptions among pre-service teachers from various specialties at a pedagogical university in Ukraine, highlighting its role in addressing socio-economic and environmental challenges of the country. The study aims to understand how pre-service teachers from various specialties view the integration of STEM into their professional activity. Key findings indicate that while there is a general positive attitude towards STEM education, significant variations exist across different specialties. Pre-service teachers of the ‘Science’ and ‘Early Childhood and Primary Education’ categories demonstrate higher engagement with STEM-oriented tasks compared to those in the ‘Arts and Humanities’ and ‘Social Sciences’ categories. The research reveals a gap in pre-service teachers’ understanding of STEM's interdisciplinary nature, often associating it primarily with technological innovations. The study identifies several barriers to the effective implementation of STEM education, including limited resources, insufficient knowledge of teachers, and a lack of appropriate teaching materials. To address these challenges, the article suggests enhancing STEM courses, providing professional development for teachers, and fostering collaboration with industry. Overall, the research underscores the importance of aligning STEM education with the needs and perceptions of pre-service teachers, emphasising its role in developing critical skills for future educators and contributing to Ukraine's recovery.

Accessibility of E-Learning and STEM Education

Conducted research shows lower achievements of pupils and students in subjects with a STEM focus. This study explores the inaccessible educational environment and the possibilities of providing web accessible learning resources. The goal is to develop a methodology for creating an accessible educational resource in STEM disciplines and opportunities for personalization. Surveys, statistical analysis, building and evaluating a model with customized components were used as research methods. The stages of the research include exploring the issues, identifying barriers to learning for people with disabilities, exploring practical solutions and common standards, as well as implementing an accessibility web portal. The results showed inadequate knowledge of the problems in the education of people with different disabilities on the part of teachers. On the other hand, the study of principles and standards led to the development of accessible web resources and a system of requirements for them. The created learning web portal can be used by teachers, students and pupils to achieve higher results and improve satisfaction after interacting with the learning site.

Transforming Undergraduate STEM Education: The Learning Assistant Model and Student Retention and Graduation Rates

BackgroundEvidence-based and student-centered instructional methods hold the promise of transforming undergraduate STEM education and simultaneously solving the dual challenge of STEM workforce needs and inequities within STEM. The Learning Assistant (LA) Model was created to reform curriculum, recruit teachers, and inform discipline-based education research. Numerous studies have shown positive impacts on students and Learning Assistants (LAs) in terms of retention and pass rates, learning outcomes, attitudinal shifts, and emotional support. Several studies have explored demographic differences and found that LAs help close the gap in retention rates for women and first-generation students. While short-term effects have been well documented, the long-term effects on students’ college retention and completion rates have not been widely studied. We gathered information about LA-adopting institutions identified on the Learning Assistant Alliance website and from individual higher education institutions’ websites. Combining this information with the College Scorecard Database for four-year U.S. institutions allows us to examine student retention and graduation rates after these institutions have adopted the LA model and look for differences in both the student and university characteristics included in the dataset. We are interested in determining if there is a difference between LA-adopting and non-LA-adopting institutions in terms of their student outcomes.ResultsThese LA-adopting institutions have larger enrollments and are more likely to award graduate degrees. Students in LA-adopting institutions are more likely to be younger with lower percentages of females, first generation, and Black students. No significant differences in the percentages of Hispanic students or in the average costs per student were observed in our study. Using regression analysis, we find LA-adopting institutions have significantly higher retention and completion rates.ConclusionsSince LA-adopting institutions have different characteristics than non-LA institutions, these differences should be considered in future studies examining the impact of the LA model. After controlling for these differences in our study, we find that institutions with the LA model have 4 to 15 percentage points higher college completion rate and they have better outcomes for Hispanic and Black students. These findings suggest that increasing the adoption of the LA model may contribute to reducing inequity in STEM.

Integrasi Pendekatan STEM dalam Pembelajaran IPA untuk Mengembangkan Kreativitas dan Pemecahan Masalah Siswa di SMPN 1 Cigombong

This study aims to analyze the effect of integrating the STEM (Science, Technology, Engineering, Mathematics) approach in science education on students' creativity and problem-solving abilities at SMPN 1 Cigombong. The STEM approach was implemented to provide an integrated learning experience, allowing students to connect science concepts with technology, engineering, and mathematics. The research method used is classroom action research (CAR), conducted in two cycles, with observation, tests, and interviews as instruments for data collection. The results showed that the implementation of the STEM approach improved students' creativity and problem-solving skills, as well as facilitated students in applying science concepts in daily life. Furthermore, students also demonstrated an increase in collaboration and communication skills. These findings contribute to the development of more relevant learning methods that meet the demands of 21st-century education in secondary schools.

Teachers' Perceptions of Continuous Professional Development in Innovative Mathematics and Science Teaching

This qualitative study investigated teachers' perceptions of the Continuous Professional Development Certificate in Innovative Teaching of Mathematics and Science (CPD ITMS) in a selected public secondary school in Rwanda. The program was introduced to address longstanding challenges in STEM education, including outdated pedagogical practices, limited teacher training, and poor student engagement in mathematics and science subjects. Prior to the implementation of CPD ITMS, many teachers lacked the necessary skills to adopt innovative teaching methods, which negatively impacted student performance in STEM disciplines. Through interviews with four teachers, this study revealed that CPD ITMS positively influenced pedagogical skills and student outcomes by promoting more interactive and student-centered learning techniques. These improvements directly addressed the initial gaps in teacher preparation and student engagement, offering promising solutions to the challenges facing STEM education in Rwanda. However, the study also identified ongoing barriers such as time constraints and resource limitations, which delay the full implementation of the program. The findings emphasized the need for sustained school support and targeted policy reforms to enhance the effectiveness of CPD ITMS, thereby advancing STEM education. Addressing these challenges through clear policy directives and resource allocation is critical for future progress.

Predicting Emotional Impact on Peer Review, Peer Assessment, and Self Assessments Using Deep Learning and NLP in STEM Education

Predicting Emotional Impact on Peer Review, Peer Assessment, and Self Assessments Using Deep Learning and NLP in STEM Education

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Examination of Gender Performance in Physics in Mankranso Senior High School

Despite ongoing efforts to promote inclusivity in science education, the persistent gender gap in physics remains a pressing concern. This study investigated potential gender differences in physics performance among senior high school students at Mankranso Senior High School in Ghana. A descriptive survey design was employed, utilizing student physics test scores from a stratified random sample (N = 111; 79 males, 32 females) from a population of 184 students. Descriptive statistics and inferential statistical tests were used to analyse the data. Descriptive statistics revealed a slightly higher mean score for females (M = 43.65, SD = 21.78) compared to males (M = 39.39, SD = 21.15). However, a two-sample t- test (t = - 0.721, df = 56, p = 0.474) showed no statistically significant difference in mean physics test scores between male and female students. Levene’s test for equality of variances (F = 0.210, p = 0.649) confirmed that the variability of scores was not significantly different between genders. The following conclusion was made, while females have a slightly higher average score (42.31) compared to males (41.29), the difference is not statistically significant. The study emphasizes the importance of creating equitable learning environments, focusing on individual student needs, and promoting inclusive practices that encourage all students to thrive in STEM fields. The following recommendations was made; be aware of potential unconscious biases that might impact how you interact with or perceive students of different genders. Offer students opportunities for enrichment, advanced coursework, or participation in science competitions. Further investigation and consideration of other potential factors influencing performance is recommended to gain a more comprehensive understanding.

Competency-Based Assessment in the Era of Generative Artificial Intelligence: Perspectives of Selected STEM Educators

Competency-Based Assessment in the Era of Generative Artificial Intelligence: Perspectives of Selected STEM Educators

Conceptions of High School Students About the Relevance of Mathematics in Higher Education—their General Perspective and Their Views About Specific Mathematical Requirements

Mathematics is central to the STEM subjects (science, technology/computer science, engineering, and mathematics) and also to a wide range of non-STEM subjects. Accordingly, it is important that first-year students have adequate mathematical knowledge when they enter higher education. However, it remains unclear whether high school students are aware of the relevance of mathematics in higher education and what, if any, prior mathematical knowledge is relevant in different subjects. Although high school students were found to consider mathematics to be highly relevant, they limited this perceived benefit only to basic mathematics. In addition, university students were found to have incorrect or inadequate ideas about the mathematical content required for and covered in university study programs, which can lead to unfulfilled expectations and, in the worst case, to dropping out of university. This study therefore aims to complement the university students’ perspective with the school students’ perspective. To this end, we investigated 984 high school students’ conceptions of (1) the relevance of mathematics for future studies at a university in general and (2) the specific mathematical requirements in particular subjects. The results show that most students underestimate the relevance of mathematics in several subjects. In detail, we found students to have various vague and inadequate ideas about the specific mathematical requirements of particular subjects. In social sciences, and to some extent in economics, the mathematical requirements were largely underestimated. Such misconceptions may lead students to choose mathematics-intensive subjects when they actually want to avoid mathematics in their university studies.

Impact of stem education in overcoming poverty

Poverty in general is a state in which one lacks financial resources and essentials. Modern-day poverty is understood as a complex, multi-dimensional set of issues, introducing it in a relative manner rather than a single idea. Intellectual and ethical poverty are the two main types of poverty that are related to education, and both could be overcome by education. Mainly, intellectual poverty could be overcome by providing access to knowledge, critical thinking skills, information, and technology, while ethical poverty could be overcome mainly by social development and commitment of individuals. STEM is a teaching and learning process that combines Science, Technology, Engineering, and Mathematics and STEAM is the recent inclusion of Arts. STEM education provides opportunities for students to enhance problem-solving skills, and to become innovators, critical thinkers, and technologically literate. This study identified the definition of poverty in general and the definition of STEM education. It also identified the STEM education systems in the world and in Sri Lanka, and the methods involved in overcoming poverty through STEM education in Sri Lanka, by investigating and reviewing literature, acquiring information from specialists in the field. In Sri Lanka, industries, Research and Development (R&D), farmers, and Small and Medium Enterprises (SMEs) could be empowered with STEM education. As a result, Sri Lanka will be able to come out of the poverty cycle by increasing its purchasing power. This will lead to the socio-economic stability of the country making it move forward as a nation with sustained health, wealth, and happiness among Sri Lankans.

Psychological dynamics of overqualification: career anxiety and decision commitment in STEM

Women’s career progression and empowerment in STEM (science, technology, engineering, and mathematics) sectors are critical to attaining SDG 5: Gender Equality because they promote equal access to education, job prospects, and leadership roles, building a more inclusive and equitable society. The purpose of this study is to look into the impact of perceived overqualification (POQ) on career anxiety and career decidedness (CD) among women in STEM disciplines while also considering the function of career identity (CI) and leadership support. With a total sample size of 1,045 participants, two distinct investigations were conducted, one in the educational field (N = 530) and one in an industry setting (N = 515 time-lag). To test the model, the analysis was carried out using the AMOS-24 software program. Our findings show a favorable association between women’s perceptions of overqualification in STEM and their CI. Furthermore, our research shows that a stronger CI among women in STEM corresponds to decreased career anxiety and increased CD. Additionally, we find that a CI is a mediator between POQ and both career anxiety and CD. Our findings also highlight the moderating effect of leadership support in this mediation process. We discuss the theoretical and practical ramifications of these findings.

A design framework for educational escape rooms in STEM: CREATE

ABSTRACT Background: As STEM education evolves, there is an increasing demand for innovative pedagogical tools that not only engage students but also enhance their learning experiences. Educational escape rooms (EERs) have shown promise in meeting these demands by combining enjoyment with effective educational strategies. Purpose: This paper introduces the CREATE framework, a novel approach designed specifically for developing EERs in STEM education. The framework aims to integrate core pedagogical principles with the engaging mechanics of escape rooms to enrich learning outcomes. Sample: While this paper does not focus on a specific sample in empirical research, it addresses the broader academic community involved in STEM education, including educators, curriculum designers, and educational researchers. Design and Methods: The CREATE framework is described through its six key components: Content Integration, Real-world Engagement, Educational Alignment, Adaptability and Accessibility, Teamwork and Communication, and Evaluation and Feedback. Each component is supported by relevant educational theories which guide the design and implementation, ensuring the EERs align with educational standards and learning objectives in STEM. Results: The framework was conceptualised to facilitate the creation of EERs that are theoretically sound and pedagogically effective. The paper provides a theoretical basis and design methodology expected to enhance the educational impact of escape rooms. Conclusion: The CREATE framework offers a scalable and theory-based approach to enhance STEM education through EERs. It holds significant potential for educators seeking to innovate and improve student engagement and learning outcomes. Future research should focus on empirical validation of the framework across various educational settings to substantiate its effectiveness and adaptability.

Bridging Local Innovations and Global Challenges in STEM Education

The November 2024 edition of the International Journal of Research in STEM Education (IJRSE) presents a curated collection of eight articles that explore the dynamic intersection of local innovations and global challenges within STEM education. This issue features contributions from 12 universities located across five countries and spanning three continents, illustrating the global scope and diverse perspectives that inform current STEM educational practices. The articles delve into various themes, including the effective integration of indigenous knowledge systems alongside modern educational techniques, the implementation of cutting-edge pedagogical strategies, and the crucial importance of fostering inclusivity and accessibility within STEM fields. Through a detailed examination of these topics, this issue not only highlights the unique contributions of different educational contexts but also underscores the universal challenges and opportunities that shape STEM education in today's interconnected world.

Integrating Learning Analytics, AI, and STEM Education:

This paper presents a comprehensive review of the integration of Learning Analytics (LA), Artificial Intelligence (AI), and STEM education within classroom settings, aimed at enhancing educational outcomes. By examining the synergistic effects and interactions among LA, AI, and STEM disciplines, this review highlights how these technologies can collectively transform educational practices. It discusses the potential of LA and AI to personalize learning experiences, thereby improving engagement and academic success in STEM subjects. The paper also explores various case studies and success stories, illustrating practical implementations and the significant impact these technologies have made in schools. Additionally, it addresses the challenges and considerations related to the ethical use of AI and data privacy, providing insights into how educators and policymakers can navigate these issues. Overall, this review underscores the critical role of technology in shaping the future of education by fostering more adaptive and inclusive learning environments.

Tracing the evolution of STEM education: a bibliometric analysis

Tracing the evolution of STEM education: a bibliometric analysis

STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs

STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs