STEM Education Research Research Articles

Mapping the Future of Innovation: A Bibliometric Analysis of STEM Education Trends in K-12

With the increasing global emphasis on science, technology, engineering, and mathematics (STEM) education, it is crucial to systematically assess research trends and thematic developments in this field. This paper utilizes bibliometric analysis to examine the scholarly landscape of K-12 STEM education, analyzing 2,645 articles from the Web of Science Core Collection between 2019 and 2023. By analyzing citation metrics, author productivity, institutional and country contributions, and exploring word co-occurrence networks, the study identifies predominant themes and patterns in the field. The findings reveal that advanced countries dominate STEM education research, reflecting significant scholarly interest and investment. The analysis also highlights the role of technological advancements and educational reforms in shaping research trajectories. Additionally, a robust pattern of international collaboration is uncovered, where strategic partnerships across diverse institutions utilize multidisciplinary approaches to effectively address educational challenges. The study suggests the need to broaden research databases to include non-English sources and extend analysis over longer periods for a better understanding of evolving trends. Furthermore, the study recommends embracing interdisciplinary methods and integrating emerging technologies to enhance teaching practices.

Systematic Review of Technology-Based STEM Education Research in the United States

This study reviewed technology-based STEM education research papers published during 2015–2022. Data collection and analysis were conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist. Eighty-two papers were analyzed. The findings provide a summary of research trends over the past eight years. Technology education effects on STEM education participation are no longer emphasized when assessing knowledge and skills. Rich research contents, such as environment and experience-related research are emphasized. Furthermore, this study clarified the characteristics of technology education research distribution in various stages of general education and revealed some important research concerns.

STEM Education Research, Policy and Practice in the Caribbean: Imperatives for the Next Five Years

The last 10 years have seen repeated calls of increasing urgency regarding the importance of STEM and STEM education in the Caribbean regional economy (iNews Guyana, 2018; Mitchell, 2018; Warde & Sah, 2014). In 2019, the Journal of Education and Development in the Caribbean published a special issue entitled “STEM Education in the Caribbean: Challenges, Goals, and Possibilities”. In the Editorial to that special issue, we articulated four primary considerations regarding future regional efforts toward integrated STEM education policy and practice (Sweeney & George, 2019, pp. vii-x). The commentary below (i) offers our reflections on the quality and extent of progress toward this goal approximately 5 years after publication of that Editorial (2019–2024); (ii) highlights what we believe to be the key roles and responsibilities of STEM education scholars in the region; and (iii) provides recommendations for integrated STEM education research, policy, and practice in the Caribbean over the course of the next 5 years.

A Systematic Literature Review on K-12 STEM Education Research in Saudi Arabia - The Story of Transformation Under Vision 2030

A Systematic Literature Review on K-12 STEM Education Research in Saudi Arabia - The Story of Transformation Under Vision 2030

Dreaming of disability‐as‐possibility as a humanistic STEM education futurity

AbstractI Dream with and through a positionality that lacks critical theorizing in Science, Technology, Engineering, and Mathematics (STEM) education research: Students labeled with disabilities; Disability beyond students’ accommodations. Understanding this marginalized population can push humanistic STEM scholarship to disrupt ableism by design, thereby honoring students’ voices, identities, and Dreams as knowledge‐building sources. Engaging purposefully along such a proactive centering of these margins pushes STEM researchers to think beyond past challenges and break away from the free‐market value commoditizations of education. I urge we Dream future possibilities of humanistic STEM education where researchers, teachers, and students are aligned to build new cultures of joy and feelings of relational belonging. In this way I seek to nurture the brilliance of students who are historically marginalized, including Disabled people, because of a desire to define their studenthood on their own terms. I argue that STEM education researchers working toward “what if” leveraging intersectionality as a way to critically theorize design can do more than change disciplinary practices: We can help students to Dream beyond “what is.”

Advancing LGBTQ+ inclusion in STEM education and AI research

The authors emphasize diversity, equity, and inclusion in STEM education and artificial intelligence (AI) research, focusing on LGBTQ+ representation. They discuss the challenges faced by queer scientists, educational resources, the implementation of National AI Campus, and the notion of intersectionality. The authors hope to ensure supportive and respectful engagement across all communities.

Practitioner Journals: An Integral Component for Advancing Research, Knowledge, Practices, and Discussion in STEM Education

Practitioner Journals: An Integral Component for Advancing Research, Knowledge, Practices, and Discussion in STEM Education

Geo-STEM learning ecosystems: A transdisciplinary theory-based framework to establish and engage communities in the geosciences

The geological sciences, technology, engineering, and mathematics (geo-STEM) have the capacity to investigate and address geological and environmental challenges. Many of these challenges (e.g., pollution, flooding, and slope failure) unjustly impact lower socio-economic communities in urban and rural settings where there is limited access to geo-STEM expertise. Geo-STEM learning ecosystems (GLEs) integrate geo-STEM and social science research paradigms to broaden civic engagement in the geosciences. GLEs are communities of practice consisting of geo-STEM professionals, educators, and learners who address local issues through place-based STEM research and education. The purpose of this study was to connect the concept of GLEs with the extant literature on learning ecosystems. We conducted a thematic review of the literature evaluating how the term “learning ecosystem” is used in psychology, educational technology, and STEM education research. We categorized the learning ecosystem components described in the literature in terms of inputs (e.g., motivation, software, learning environment), processes (e.g., cognition, device development, curriculum), and outputs (e.g., creativity, innovation, engagement). This approach revealed themes aligned with GLE-relevant research on communities of practice, and place-based and problem-based education, connecting GLEs to a century of existing research. To demonstrate how to use a GLE framework, we analyze the attributes of three existing programs through the GLE lens. Based on our findings, we recommend that to build GLEs geo-STEM researchers should: engage in transdisciplinary collaborations to develop local geo-STEM solutions, use the GLE framework to assess geoscience education and outreach programs, evaluate the role of place in efforts to engage diverse communities, and leverage other fields of inquiry to broaden our theoretical understanding of GLEs.

Developing Creative Thinking in STEM Education through Design- Based Learning

Creativity is one of the fundamental skills of the 21st century and has become a crucial task in education. This article provides a definition of creative thinking manifested in generating novel, unique, and valuable ideas and solutions to address posed problems. Characteristics of creativity such as fluency, originality, flexibility, and elaboration serve as indicators to evaluate the level of creativity in products of the engineering design process. Recognizing the importance of creativity in a dynamic world, creative education has been integrated into the mainstream education curriculum through the implementation of STEM teaching. Following this, the concept of design-based learning has been introduced as a STEM teaching approach based on integrating the engineering design process into classrooms, allowing learners to apply scientific and technological knowledge and skills to complex real-life problems. Finally, research in STEM education through the engineering design process to enhance learners' creative thinking has been synthesized. The aim is to provide ideas and guidance for teachers in organizing STEM teaching, aligning with the goal of fostering creativity for citizens in the digital age.

Trends of Design Thinking Research in STEM Education: Bibliometric Analysis

Trends of Design Thinking Research in STEM Education: Bibliometric Analysis

The Importance of Representing STEM Professional Role Models Through Multimedia Instructions

The first part of this paper discusses that STEM education does not have clearly defined fields, unlike discipline-based educational programs such as science education, which do have clearly defined areas. In order to overcome the complexity and ambiguity of different STEM and STEM education perspectives, it is necessary to understand the status and trajectory of STEM education research. Also, the authors suggest that stereotypes about STEM professionals can be minimized by using several faces associated with learners, as role models in presenting information about the career options available to STEM professionals in order to reduce stereotypes. As learners learn STEM, they can recognize their potential and their sense of self as well as their STEM connections. Additionally, by exposing students to various professions through multimedia learning, the distance between role models and learners may be closed, thus appealing to their interests and encouraging them to pursue careers that they are interested in the future.
 Keywords: STEM, professional role models, multimedia instructions

Editorial: Eye tracking for STEM education research: new perspectives

Editorial: Eye tracking for STEM education research: new perspectives

“No, This Is Not My Boyfriend’s Computer”: Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation

AbstractWe aim to elevate the stories and voices of youth in integrated STEM education, particularly those who have been historically marginalized and excluded from STEM spaces. Our research uses photo-elicitation to decenter the power of researchers and educators and elevate the experiences and expertise of youth in STEM. Findings are presented from three instrumental case studies, examining the perspectives of youth on what it means to do STEM, who belongs in STEM, and why STEM is important. The findings reveal that youth often perceive STEM as a siloed approach but also emphasize the need for greater integration of mathematics in STEM. Furthermore, the study highlights the importance of STEM identity development, showing that belonging in STEM is not just about future careers but also about fostering a sense of belonging in the present. Additionally, the study uncovers that youth invoke empathy and social consciousness when explaining the importance of integrated STEM, emphasizing the need to address racial, gender, and professional biases in STEM educational spaces. This prompts a reconsideration of the motivations behind integrated STEM education, emphasizing the value of developing STEM literacy for the well-being of all youth, not just as future workforce preparation.

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students’ learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students’ lived experiences in making connections to STEM. The study reveals the nature of students’ self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students’ self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects.

Centering Latinx students in STEM education research through pláticas methodology

Pláticas methodology is introduced in this article to advance the centering of Latinx researchers and Latinx students in STEM research. As an increase in Latinx educational researchers enter academia, engaging an appropriate epistemology and methodology that is culturally relevant and race-centered is key in the ongoing STEM education research which aims to diversify and create equitable outcomes for Students of Color. This article draws from a study with 24 Latinx STEM students and 48 pláticas. An overview of pláticas methodology, Chicana/Latina Feminist Epistemology, along with an examination of the principles of pláticas methodology in STEM education. This article is timely as the Latinx student population and Hispanic-Serving Institutions are growing in higher education. This article places emphasizes reframing methodology to provide a culturally relevant and holistic methodology to engage Latinx Students and advance STEM education research focusing on Latinx students.

Research trends of computational thinking in mathematics learning: A bibliometric analysis from 2009 to 2023

This study presents a comprehensive overview of computational thinking (CT) research trends in mathematics learning from 2009 to 2023. To reach this aim, a bibliometric approach was used in this study to analyze the publication distribution pattern on CT focused on the following categories: research development, the most productive journals and countries, highly cited references, topic network, and thematic evolution map. A total of 276 articles retrieved from the Scopus database were analyzed and visualized through the Bibliometrix analysis package from R and VOSviewer software. The finding shows that since 2009, CT has been the subject of mathematics learning research, which has grown significantly since 2013. Regarding total publication in CT, Education and Information Technologies contributes as the most productive journal, and the United States places first among all countries. The article ‘computational thinking’ appears as the most widely referenced source. Moreover, the frequent topics network with CT are the integration of CT with programming, STEM, and coding. This result is analyzed further by the thematic evolution map showing CT research in STEM education, including mathematics, exhibits promising prospects for future development.

Change as a Scientific Enterprise: Practical Suggestions about Using Change Theory.

Change theory has increasingly become an area of scholarship in STEM education. While this area has traditionally been a topic for organizational psychology, business management, communication studies, and higher education, STEM education researchers are increasingly aware of the need to use formal theories to guide change efforts and research. Formal change theory encompasses our current research-based knowledge about how and why change occurs, and therefore, can guide the selection and design of promising interventions. Yet learning about and using theory is challenging because many of us have no formal training in this area and relevant scholarship comes from many different disciplines. Inconsistent terminology creates an additional barrier. Thus, this essay aims to contribute to a common lexicon in STEM higher educational change efforts by clearly distinguishing between formalized change theory, which emerges from research, and a theory of change, which guides the logic of a specific project. We also briefly review the current state of the field regarding the use of formal change theory and provide examples of how change theory has been used in biology education. Lastly, we offer practical guidance for researchers and change agents who wish to more intentionally and effectively use change theory in their work.

Fruitful Examination of STEM Education Over Two Decades: Bibliometric Analysis

This study aims to provide a concise overview of scientific output, prominent researchers, countries, and areas of focus in the field of STEM education research. An examination of the scholarly output in the field of STEM education was conducted using bibliometric methods, focusing on publications published from 2002 to 2023. The methodology employed in this study is a bibliometric analysis technique combined with computational mapping analysis. The tools used are VOSviewer and Rstudio. A total of 25,318 articles were retrieved from the Scopus databases. These papers were published in social sciences, engineering, scientific education, physics, and astronomy journals, among others. The primary results indicate that the number of publications on STEM education has been generally consistent from 2002 to 2023. Co-authorship relationships primarily involve researchers from the same nation. Furthermore, a change in the areas of research focus was noted. Previous research has been extensively conducted in various fields, including the social sciences, engineering, scientific education, physics, and astronomy. A recent study has highlighted the significance of curriculum and curriculum development. In conclusion, research on STEM education still needs to be carried out and developed, especially regarding STEM-based teaching materials.

Navigating queer spaces in Australian tertiary STEM Education: a retrospective autoethnopoetic exploration

ABSTRACT This article presents a retrospective autoethnopoetic study exploring a queer student's journey in Australian tertiary STEM education, employing queer research methodologies to illuminate the challenges encountered. Through personal narrative and poetic expression, we identify critical themes: microaggressions, discrimination, identity formation, cisheteronormative navigation, and resilience strategies. Although rooted in the first author's experiences, these insights reflect broader issues prevalent among queer students in STEM, such as the impact of discrimination and microaggressions on academic performance and well-being. This study underscores the significance of queer theory and autoethnopoetic methods in challenging normative assumptions in STEM education research, contributing to a deeper understanding of the queer academic experience. It advocates for the development of inclusive and supportive educational policies aimed at enhancing the learning environment for queer students, emphasising the need for visibility, representation, and support systems within STEM disciplines.

Teachers in the Loop: Integrating Computational Thinking and Mathematics to Build Early Place Value Understanding

With increasing attention on the potential overlap between computational thinking (CT) and mathematical reasoning, STEM education researchers seek to understand how integrating CT and mathematics can deepen student learning across disciplines. Although there are various professional development programs that introduce teachers to CT concepts and strategies for curriculum integration, limited research exists on how teachers might apply this knowledge to create math + CT activities for use with their students. Additionally, the majority of research on CT integration through programming has focused on upper elementary grades, leaving the early grades (K-2) relatively unexplored. This qualitative exploratory study aims to examine how teachers in a graduate STEM education program collaborated with university STEM faculty to explore and critique a set of integrated math + CT block-based programming activities designed to build place value conceptual understanding. In-service elementary teachers enrolled in an online graduate CT course for educators (n = 13) explored these activities as learners and drew on their experiences as classroom teachers to offer feedback for program redesign. A sequence of deductive pattern coding and inductive holistic coding of course transcripts, collaborative problem-solving slides, and individual teacher reflections provided insights into how teachers were able to establish connections between their mathematical knowledge related to teaching place value and their emerging understanding of CT concepts, such as abstraction, algorithms, decomposition, and debugging. Implications for the design of professional development for elementary teachers on integrating CT and mathematics are offered.