Implementation Of STEM Education Research Articles

STEM education: content integration in English classes (SCILLA project)

STEM education is a progressive trend in modern education. Its aim is to develop students’ critical thinking, research abilities, engineering thinking based on scientific methods, technical applications, mathematical modelling, etc. Implementation of STEM approach will expand the boundaries of students’ thinking, bring Kazakhstani education closer to the international standard, and open new opportunities for students. Statistics on the implementation of STEMeducation in the Kazakhstan education system shows that the transition in the pilot phase began in 2012, in the conditions of updated content in Nazarbayev Intellectual Schools, Haileybury, Quantum School, etc. However, at the level of university education this topic is highly significant. The application of STEMeducation technologies in teaching foreign languages is of particular interest.The article presents an analysis of the results of the international project, which was funded under the grant program of the U.S. Mission in Kazakhstan. The article considers STEM education as a means of teaching a foreign language at the university, which allows to include students in the activities in the natural-scientific field, thus ensuring the success of future specialists in the world of constantlychanging information technologies. All this is possible due to the interdisciplinary applied nature of STEM education. In the course of the study, a meta-analysis was conducted to determine the impact of STEM educational practices on student lear ning outcomes in teaching and learning process. The research makes an overview of universities in Kazakhstan in terms of students’ demographics, language level, etc. Then the context is provided on teacher training, teacher preparation, lesson planning, a model for planning and delivering instruction to university students. This context lays the foundation for the development of an integrated STEM learning module that utilizes STEM + Language learning approach.

STEM professional development of early childhood teachers

AbstractEarly childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

STEM Learning in Higher Education: A Comparative Study of Science Curriculum in Singapore and Indonesia

This study aims to compare STEM education in higher education institutions in Indonesia and Singapore. This research is a systematic literature review with a PRISMA approach. Document searches were conducted using the PoP application in the Google Scholar database. Documents were analyzed from 2020-2024, resulting in 500 documents from the Google Scholar database. Further analysis based on research focus yielded 40 relevant documents. The analysis results show that STEM education in higher education institutions in Indonesia and Singapore has similarities and differences in terms of objectives, aspects, and implementation. The goal of STEM education is directed towards enhancing individual skills to face challenges and meet the demands of the workforce related to 21st-century skills. STEM education in Singapore and Indonesia includes similar aspects, such as support from government and non-government institutions, teaching aspects related to the integration of teaching with other learning models/techniques, efficacy aspects in terms of educators' confidence in their ability to implement STEM, and material aspects concerning the availability of facilities that support learning. The implementation of STEM education in Singapore and Indonesia has been optimally carried out by educators and students through clear learning frameworks and the integration of courses with STEM

PHÁT TRIỂN NĂNG LỰC ĐỊNH HƯỚNG NGHỀ NGHIỆP CỦA HỌC SINH QUA BÀI HỌC E-STEM “CÔNG TY THIẾT KẾ SẢN PHẨM ỨNG DỤNG CẢM BIẾN” TRONG DẠY HỌC CHUYÊN ĐỀ “MỞ ĐẦU VỀ ĐIỆN TỬ HỌC” (VẬT LÝ 11)

Based on the E-STEM theoretical framework, STEM lessons, and thematic knowledge content “Introduction to Electronics” in the 11th grade physics curriculum, the article designs the E-STEM lesson “The company designs sensor application products” to foster students’ career-oriented capabilities. Experimental results show that the lesson has an impact on the development of career-oriented competency, including STEM career awareness, STEM self-efficacy, and STEM career interest. Furthermore, although the personal emotional aspect and the decision to choose a STEM career also had an increased average score after the experimental process, it was not statistically significant. In general, students can complete tasks and respond positively to the lessons, while also having the opportunity to foster behavioral manifestations of career-oriented and physics competency. These contributions will suggest and direct the integration of E-STEM into forms of implementing STEM education in high schools in the future. Keywords: E-STEM; STEM education; entrepreneurship education; career orientation; Physics curriculum.

Examining challenges and strategies in implementing STEM education in Malaysian secondary schools: perspectives of teachers and students

This study examines the obstacles hindering the complete integration of STEM education in secondary schools, considering perspectives from both teachers and students, and proposing effective strategies. Employing a quantitative survey approach, the research involves 30 STEM teachers and 70 secondary school students. Findings demonstrate a consensus among participants, emphasizing issues such as inadequate teaching equipment and facilities as significant barriers to comprehensive STEM implementation. Educators favor technology-integrated teaching methods, while students show enthusiasm for incorporating these tools into their learning. Proposed effective strategies include enhancing internet accessibility and infrastructure. The study underscores the importance of engaging diverse stakeholders—teachers, parents, societal actors, and governmental bodies—to fully understand challenges and promote successful STEM integration in secondary education.

Examining the influencing factors of elementary and high school STEM teachers’ self-efficacy: a meta-analysis

The meta-analysis study aimed to investigate the impact of Science, Technology, Engineering, and Mathematics (STEM) education on the elementary and high school teachers’ self-efficacy. By analyzing 20 studies (N = 1,964) published between 2007 and 2022, we explored the effect size of STEM education on teachers’ self-efficacy and examined the potential moderating variables. The results of the study indicate that compared to non-STEM education and other educational models, STEM education has a significantly positive impact on the self-efficacy of elementary and high school teachers. This means that through receiving STEM education, teachers become more confident and capable in teaching STEM subjects. This finding is of great importance in improving teachers’ instructional effectiveness and students’ learning outcomes. Additionally, we examined several moderating variables, including sample size, control treatments, subject, educational levels, countries, and questionnaire measurements. The analysis of these moderating variables revealed differences in their impact on the relationship between STEM education and teachers’ self-efficacy. This provides valuable information for future research and offers guidance for designing and implementing STEM education programs and interventions. Therefore, the findings of this meta-analysis study emphasize the positive impact of STEM education on the elementary and high school teachers’ self-efficacy. It provides important guidance for educational policymakers and practitioners to promote the development of STEM education and enhance teachers’ instructional abilities and students’ learning outcomes.

OBSTACLES FACED BY PRIMARY SCHOOL TEACHERS IN IMPLEMENTING STEM EDUCATION: A CAUSE FOR CONCERN

Societies are empowering individuals with the skills and knowledge needed to thrive in the 21st century and contribute to a more sustainable, equitable, and prosperous future. The need for Science, Technology, Engineering, and Mathematics; STEM education is a multifaceted concept that plays an important role in preparing students in a complex and technology-driven world. Despite numerous benefits, certain obstacles exist that impede its effective implementation and widespread adaptation. The current qualitative research was structured to explore the obstacles faced by teachers in implementing STEM education in Kasur, Punjab-Pakistan. The authors conducted an interview protocol from randomly selected 20 teachers working in public sector schools. The results of the thematic analysis confirm that the struggle to implement STEM education schools’ councils’ poor involvement, low availability of computers and internet, lack of teachers’ training, poor application of innovative teaching methods, deficiency of science teachers, non-availability of STEM curriculum, administration constraints, availability of funds and laboratories were the main hurdles faced by teachers in implementing STEM education. It is recommended based on the findings that the School Education Department; SED hires science teachers, establishes laboratories, conducts teachers’ training, and invests a handsome amount to fulfill the deficiency of STEM hurdles, a cause for concern.

Innovative Development of General Secondary Education Institutions in the Context of STEM Education Implementation

The article outlines the main tasks, challenges and priority measures to be taken for the effective innovative development of general secondary education institutions in the context of the introduction of STEM education. The authors define STEM education as a relevant pedagogical innovation that promotes comprehensive development, formation of key competencies of students and identification of their innovative potential, as well as provides vocational training for young people in the scientific and technical field, and thereby contributes to the development of the economy and sustainable development of the State. The stages and ways of implementing STEM education, which will lead to successful innovative development of general secondary education institutions, which involves the development of organizational culture, educational policy of the educational institution, and management of the educational process, are substantiated. Recommendations are provided that will contribute to the modernization of the educational process of general secondary education institutions in general and the implementation of the main tasks of STEM education.

Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers

The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.

A Systematic Review of Research on Gender Diversity in STEM Education

Science, technology, engineering, and mathematics (STEM) education research has increased worldwide in recent years. Recognition of STEM education's importance in producing highly skilled scientists and technologists and its economic benefits to society are driving this increase. However, STEM labor force gender representation is a persistent issue. A meta-analysis using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol and a thorough literature search assessed STEM gender diversity. A total of 42 STEM education gender diversity research papers were reviewed using PRISMA. These Scopus papers provide a database from 2013 to 2023. The study used text analysis and synthesis to evaluate and highlight the countries, extract key phrases, identify research issues of interest to scholars, and suggest future research directions. The research findings indicate that current publications primarily focus on developing STEM education programs to attract and provide more opportunities for women. Additionally, other research areas of interest include proposing solutions to enhance gender equality in STEM education, women's awareness, and skills in the STEM field. Furthermore, research gaps have been identified in course design, learning material development for STEM education, and establishing a direction for implementing STEM education starting from early elementary school, with the optimal period being before grade 3. These findings can help academics explore STEM research ideas in new situations. However, the investigation was limited by using only a Scopus catalog database; disregarding alternative sources may have led to material being omitted.

Organization of a STEM-oriented environment in higher education institutions

The article analyzes the meaning of "STEM education", revealing personal and social aspects. The main organizational forms and open online tools for implementing STEM education are shown. The most important functions and goals of the educational environment provided by Google services for the implementation and organization of STEM projects in higher education institutions and the most significant approaches used for the organization of STEM education are highlighted; the importance of the STEM-oriented approach in education is emphasized, for its implementation in education the mandatory use of educational e-platforms is emphasized. When implementing and creating STEM projects in higher education institutions, it is important and necessary to use information and communication technologies, and virtual and augmented reality technologies. Implementing a STEM approach to education results in a fruitful and stimulating STEM-oriented environment. Through experimental research, the importance and necessity of organizing a STEM-oriented environment in institutions of higher education was revealed, and the ways of using STEM technologies in higher education with a view to the formation of professional skills were clarified. Methodological recommendations have been developed for the implementation of the STEM approach in the practice of the educational process, where it is necessary to organize a STEM-oriented environment in higher education institutions and create certain optimal conditions.

Process of Designing Lesson Plan in Maths Subject According to STEAM Education Orientation

Today, STEAM education is a trend and is strongly deployed by many countries around the world, especially developed industrial countries. STEAM education is one of the Viet Nam general education program orientations after 2018. Vietnam's implementation of STEM education in K12 schools has been shown through the orientations in the overall general education curriculum. This article presents some basic theoretical knowledge about STEAm education such as concepts, characteristics, and forms of organizing STEM education in Vietnam's new general education program. From there, focus on researching and proposing the process of designing Math lessons according to STEM education orientation for primary school students.

PHÁT TRIỂN NĂNG LỰC GIÁO DỤC STEM CHO GIÁO VIÊN TIỂU HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018 Ở THÀNH PHỐ HỒ CHÍ MINH

Applying STEM education to primary schools leads to many practical benefits, in line with the trend of general education innovation. The Ministry of Education and Training deployed Official Dispatch 3089/BGDDT-GDTrH dated August 14, 2020 on implementing STEM education in schools at 3 levels: STEM lessons, STEM experiences, STEM scientific and technical research. However, in current reality, the quality of STEM education in primary schools still has many limitations from teachers and administrators. This article reviews and analyzes the current status of STEM education in primary schools in Ho Chi Minh City, thereby developing measures to manage STEM education capacity development activities for primary school teachers to meet the 2018 General Education Program.

Design Some Stem Topics Integrating AI & IoT Technology in Teaching Informatics and Technology Grade 10

According to the current general education program in Vietnam, in addition to the clear goal of program development, STEM education is specifically oriented to be applied at all levels of high school education to develop qualities and abilities. students have promoted interdisciplinary education in the fields of science, technology, engineering and mathematics. In addition, according to Official Dispatch No. 3089/BGDDT-GDTrH, dated August 14, 2020 of the Ministry of Education and Training on implementing STEM education in secondary education [5]. STEM education content is an educational method to equip students with scientific knowledge associated with their application in practice, thereby contributing to the formation of students' qualities and abilities. In particular, for the subject of Informatics and Technology, which converges all four elements of STEM education, the subject of Informatics and Technology plays a central role in connecting other subjects. In particular, designing STEM topics that integrate AI & IoT technology will help you understand real-world applications and understand the operating principles of control circuits, understanding automation to help monitor equipment well. more, career orientation and training creative thinking skills and capacity development for students. In particular, to achieve this content, the authors would like to sincerely thank Hung Vuong University, Phu Tho for creating conditions for the author to conduct research on this article under the topic code HV24.2023.

Impacts of method courses on Vietnamese pre-service teachers’ perceptions and practices: From the perspectives of model and modeling in STEM education

Modeling in visual representations is essential in STEM education because of its concretization in science, technology, engineering, and math learning activities. Therefore, model-based teaching needs to be improved for pre-service teachers (PSTs) to implement STEM education successfully. We conduct the model-based integrated inquiry STEM (MII-STEM) method courses for 16 PSTs in Physics Education in Vietnam. A qualitative analysis was utilized to examine how and to what extent PSTs change in perceptions of models and STEM education. The findings showed that the number of PSTs with a higher understanding of the model increased. PSTs gain a deeper understanding of STEM education and could transfer alternative perceptions of STEM education into STEM lesson plans. PSTs clarified and embedded Science and Engineering Practices in STEM lesson plans. There were changes of PSTs’ STEM lesson plan after the MII-STEM course: (1) product-oriented to process-oriented; (2) make Engineering more apparent; (3) focusing on developing students’ science and engineering practices; (4) define how STEM sub-fields integrated into STEM lesson plans; and (5) using model and modeling in STEM activities. In addition, PSTs had a positive view of the effectiveness of the STEM-focus method course.

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

Augmented reality in higher school as a tool for implementation of STEM education

The article provides a meaningful definition of the concepts of STEM technology, STEM education, STEM approach, and STEM training; the meaning and main ways of using elements of augmented and virtual reality for higher education as a means of implementing STEM education are revealed. The purpose of the article is to show the importance and necessity of using elements of augmented reality in higher education as a means of implementing STEM education. As a result, an experimental study was conducted to clarify the state of development and the use of modern innovative technologies in education, clarifying the question – of to what extent modern technologies can effectively organize distance learning, and STEM education in higher education when using elements of augmented reality, which are provided to messengers preference of educators, which platforms are used by teachers in working with students of higher education during quarantine, etc. The conclusions summarize the most effective modern technologies for preparing and conducting practical online classes in higher education as a means of implementing STEM education and highlight the most important condition for creating a STEM environment in higher education.

Implementation of STEM education in the framework of the New Ukrainian School reform

Relevance. The research relevance is determined by the need to develop STEM education, which is envisaged by the Ukrainian government for the period up to 2027. STEM approaches are only partially implemented in Ukrainian educational institutions, mainly in out-of-school educational institutions.Purpose. The study aims to examine the problems and the need to consider the role of STEM education technology in the process of implementing the New Ukrainian School reform at the stages of primary and senior specialised schools.Methodology. Theoretical methods were used in the study, including analysis and synthesis, methods of generalisation, comparison and forecasting of the innovative educational process. As empirical research methods, a survey of schoolteachers in the field of STEM education was conducted.Results. The study examines the promising areas of STEM education in the system of basic and senior specialised educational institutions. The advantages of using STEM-oriented educational programmes are outlined and the prevailing competencies for the teaching staff of the educational process are identified. The interdisciplinary connections in the implementation of STEM tasks and projects by students in various subjects were investigated. In the context of scientific work, the state of scientific and methodological support for the implementation of this technology in modern educational institutions was identified, the directions of implementation were investigated, and methods for designing STEM education into the general secondary education system were substantiated.Conclusions. The practical significance of the study lies in the possibility of using the obtained results in writing manuals and publishing textbooks in the direction of developing the STEM education ecosystem, and training specialists in the field of robotics in the process of teaching STEM subjects.

Впровадження STEM-освіти у сфері туризму та рекреації: можливості та виклики

The article is devoted to the analysis of opportunities and challenges associated with the implementation of STEM education (Science, Technology, Engineering, and Mathematics) in the field of tourism and recreation. Education through the integration of disciplines for the implementation of the STEM principle is considered. The main directions of integration of STEM education in tourism and recreation are determined, best practices are analyzed and key challenges on the path of such integration are identified. Recommendations for the effective integration of STEM education in these areas are formulated, aimed at training a new generation of specialists capable of introducing innovations into the tourism industry.

The Professional Identity of Primary Mathematics Teachers and Their Intention to Implement STEM Education in Mainland China

As mathematics is one of the key disciplines of STEM education, primary mathematics teachers can play important roles in STEM education, and it is generally acknowledged that teachers’ professional identity can affect their teaching effectiveness. With the attention paid to STEM education in Mainland China, it is of great significance to find out the primary mathematics teachers’ level of intention to implement STEM education. This research was aimed at studying the degree of professional identity of primary mathematics teachers from different cities in Guangdong, the most populous province of Mainland China, and tried to figure out their intentions about implementing STEM education, further exploring whether there is a correlation between the above two variables. The paper mainly adopted quantitative research, through online questionnaires (n = 41), finding that the professional identity of primary mathematics teachers in Guangdong, Mainland China, is at a mid to upper level and they generally have a positive intention to implement STEM education. Through correlation analysis, this study verified that the teachers’ professional identity and intention to implement STEM education are significantly positively correlated (r = 0.69, p < 0.001), and found that professional identity shows a positive impact in predicting teachers’ intention to implement STEM education (b = 0.89, p < 0.001). Meanwhile, the gender factor has a significant impact on predicting STEM intention using identity (b = 0.35, p < 0.01). Overall, with these findings, this empirical research identified the potential influencing factors for promoting STEM education in Mainland China in the future.