Science, Technology, Engineering And Mathematics Concepts Research Articles

Global perspectives and methodological innovations in STEM education: a systematic mapping analysis of engineering design-based teacher training

PurposeThis study investigates a novel educational strategy in science, technology, engineering and mathematics (STEM) teaching that integrates the engineering design process (EDP) as a framework. The strategy aims to help teachers explain STEM concepts in a simplified way. We employed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology to enable a systematic review that evaluated the effectiveness of this approach in improving both teaching and learning in STEM subjects.Design/methodology/approachIn order to fulfill the objectives of the review, key data were extracted from each of the 400 articles that were reviewed from three databases: Scopus, ProQuest Central and EBSCO. Two types of analysis were conducted, namely descriptive analysis and literature classification.FindingsThis systematic review analyzed 44 articles on the EDP, focusing on 18 detailed studies mainly from ProQuest, SCOPUS and EBSCO. It revealed a limited focus on gender’s impact on EDP and a trend toward interdisciplinary use and integrated research approaches. The study underscores the need for further exploration of demographic influences and preparation programs in EDP across various disciplines, aiming to inform future research and educational policies.Originality/valueThe study’s value lies in its comprehensive assessment of engineering design (ED) research over the past decade, serving as a key reference point. It highlights progress in the field, consolidates findings and provides insights into the field’s evolution, guiding future research directions in ED.

Understanding STEM Outcomes for Autistic Middle Schoolers in an Interest-Based, Afterschool Program: A Qualitative Study

Current research underscores that there are only a few evidence-based programs that teach STEM (science, technology, engineering, and mathematics) as part of their curriculum, especially for autistic students. Even fewer programs focus on engineering and design learning. Hence, we developed an informal afterschool maker program to develop autistic and non-autistic students’ interests in engineering to understand their experiences learning STEM concepts and values while applying the engineering mindset to develop projects. This qualitative study aimed to explore and understand students’ experiences participating in STEM activities in the maker club. We interviewed twenty-six students (seventeen autistic and nine non-autistic), nine teachers, and thirteen parents representing diverse cultural and socio-economic backgrounds across three public middle schools in a large urban metropolitan city between 2018 and 2019. Our thematic analysis yielded four themes: (1) active participation in STEM; (2) curiosity about STEM topics, concepts, and practices, (3) capacity-building to engage in STEM learning; and 4) understanding of the importance of STEM education in daily life. The results of this study enabled us to understand that students were deeply engaged with the content and curriculum of our program, expanded their knowledge base about scientific concepts, used engineering-specific scientific terminologies, and engaged with the engineering design process to conceptualize, test, improvise, and problem-solve. Furthermore, this afterschool engineering education program created a safe, nurturing, and stimulating environment for students to build engineering readiness skills.

Empowering Tomorrow A Systematic Approach to STEM Education Pedagogy for Achieving Sustainable Development Goals and Students' Conceptual Understanding

The purpose of this research was to compare three different approaches to STEM education in terms of their impact on students' retention of STEM concepts and their ability to apply those concepts in real-world contexts: project-based learning, problem-based learning, and inquiry-based learning. Sixty (60) students in 9th grade made up the study's research sample. A cooperative teacher assisted them in their education. Two groups were formed from the participants. In contrast to the experimental group, which received training based on STEM concepts, the control group received more conventional methods of instruction. A 2x3 factorial design was utilised in the quantitative and experimental studies. We used the conceptual understanding in STEM subjects test (CUSST) to quantify students' grasp of STEM concepts. The study's primary findings indicated that STEM instructional strategies increased students' conceptual comprehension. All three phases of teacher preparation (pre-service, induction, and in-service) should incorporate STEM (science, technology, engineering, and mathematics) instructional practices into the science curriculum and training modules. The incorporation of STEM fields has the potential to enhance science education programmes, methodology, textbooks, and curricula. Stakeholders may be able to use this study as a springboard to investigate current teacher professional development programmes for gaps.

Development and assessment of an applied STEM camp in fashion and entrepreneurship to advance social mobility of high school students

ABSTRACT This study proposes and advocates for applied STEM (science, technology, engineering, and mathematics) education to solve a low interest and retention in STEM college majors among high school students, especially those from underserved backgrounds. Applied STEM emphasises the practical application of STEM concepts and principles to familiar subjects such as fashion and entrepreneurship to increase students’ interest and their intention to pursue college careers in STEM fields. The results demonstrate the effectiveness of an experiential Applied STEM Camp developed in this study and attended by 120 high school students. A series of paired sample t-tests show that participants’ knowledge, interest, and intentions to enrol in a STEM-related college major have increased after the camp. Analysis of participants’ reflections on the camp experiences further supports the statistical results. The research findings are important for recruiting high school students to pursue applied STEM college careers.

Promoting Inclusive Accounting Education through the Integration of Stem Principles for a Diverse Classroom

In recent times, accounting education has explored many innovative approaches to address the collective needs of students. Integrating STEM (Science, Technology, Engineering, and Mathematics) principles in accounting education promises an increased potential for technology-driven solutions, enhanced learning strategies, and inclusivity. This study investigated the effects of integrating STEM principles into accounting education. The specific objective was to understand the impact of STEM integration on student engagement, academic performance, diversity, and inclusivity within accounting programs. The study adopts quantitative methods, using surveys to collect primary data from 342 respondents ranging from lecturers, teachers, and students, while Linear regression was used to test the hypotheses. The study revealed a positive relationship between STEM integration and student academic performance and engagement. Results also showed that integrating STEM principles into accounting education positively impacted inclusivity and attracted a diverse classroom. The study recommends that accounting education policymakers develop a curriculum that aptly incorporates STEM concepts into accounting courses that would appeal to students from diverse backgrounds; and the accounting faculty of tertiary institutions should play a vital role in STEM integration and inclusivity by undertaking training sessions on STEM-related skills, inclusive teaching methods, and cultural sensitivity.

A Dynamic STEM-Driven Approach through Mobile Robotics to Enhance Critical Thinking and Interdisciplinary Skills for Empowering Industry 4.0 Competencies

This study presents an innovative pedagogical approach aimed at enhancing the teaching of robotics within the broader context of STEM (science, technology, engineering, and mathematics) education across diverse academic levels. The integration of mobile robotics kits into a dynamic STEM-focused curriculum offers students an immersive and hands-on learning experience, fostering programming skills, advanced problem-solving, critical thinking, and spatial awareness. The motivation behind this research lies in improving the effectiveness of robotics education by addressing existing gaps in current strategies. It aims to better prepare students for this rapidly evolving field’s dynamic challenges and opportunities. To achieve this, detailed protocols were formulated that not only facilitate student learning but also cater to teacher training and involvement. These protocols encompass code documentation and examples, providing tangible representations of the practical outcomes of the course. In addition to the presented curriculum, this paper introduces the developed methodology that strategically leverages 3D-printing technology. The primary focus of this approach is to create captivating add-ons and establish a versatile workspace, actively promoting heightened engagement and facilitating the acquisition of knowledge among students. The research involves the development of tailored laboratory protocols suited to various academic levels, employing a systematic methodology aimed at deepening students’ comprehension of STEM concepts. Furthermore, an adaptable infrastructure for laboratory protocols and in-class testing was developed. The efficacy of this teaching/learning methodology is evaluated through student surveys, ensuring its continuous improvement. These protocols are to be integrated into both the robotics courses and teacher-training initiatives. This study aims to contribute to the field by using a dynamic STEM-driven approach based on mobile robotics. It outlines a strategic vision for better-preparing students and educators in the ever-evolving landscape of robotics education demanded by Industry 4.0 technologies.

Engaging Young Minds: A Novel Approach to E-Learning in STEM Subjects

E-learning in STEM (Science, Technology, Engineering, and Mathematics) disciplines presents unique challenges in fostering engagement and comprehension, particularly among younger learners (11 years and above). Traditional e-learning approaches that foreground theoretical understanding prior to practical application often result in reduced learner engagement due to high abstraction levels (Clark & Mayer, 2016). This paper proposes an innovative pedagogical approach: begin with simple, hands-on tasks to pique interest and foster engagement, gradually integrating complex theoretical concepts (Papert, 1980). It explores how interactive technology, when designed for understanding rather than aesthetics, aids in visualising and manipulating STEM concepts. However, the paper acknowledges the limitations of current technology in replicating tactile real-life experiences (Shaer & Hornecker, 2010). It argues for the development of immersive e-learning models combining practical learning and interactive technology, to inspire young learners towards further STEM education. The paper invites collaborations to explore these proposed strategies and transform STEM e-learning.

STEM Education: How much Integration is Enough?

STEM Education has in recent years has been influenced by both political and pedagogical imperatives to increase student participation and improve student learning in Science, Technology, Engineering and Mathematics (STEM) Education. Integrated approaches to STEM Education have been identified to increase student engagement in STEM Education and lead to improved depth of understanding of STEM concepts. Nonetheless, such integrated approaches require significant understanding from engaged, skilled an appropriately trained teachers from multiple disciplines to work effectively. This paper investigates the conceptual and philosophical rationales for integrating STEM Education and provides a summary of both pedagogically and structural considerations that may assist schools in implementing an integrated approach to STEM Education.

A Comparative Study of Gameplay of Different Sets of Players in an Engineering Mapping Game

Educators in the STEM (science, technology, engineering, and mathematics) field are constantly employing different tools to make the process of education streamlined and fun. The digital gaming platform also called e-gaming platform has evolved as one of the key tools to make STEM education more accessible to students. UNTANGLED III is such an e-gaming platform that is based on STEM concepts and aims to bring in players from all educational backgrounds under a common platform. The data obtained from the game gave us insights on how males and females play the game. It has answered whether there are any significant differences in the gameplay strategies between males and females. The data pertaining to the types of puzzles that players, from both genders, chose and played, was also obtained. Males and females had no stark differences in the strategies that they used in solving the puzzles. They used similar kinds of moves and in fact solved similar kinds of puzzles of similar difficulty levels. During their gameplay sessions, both the males and the females visualized similar patterns in the puzzles as evident in their final solution. The performance of players from both the genders, based on the gameplay data was at par. Suggestions obtained from the current players and outreach events hold the key to increasing the overall participation in the game.

Enhancing teaching and learning of fluid mechanics with interactive computational modelling

Contemporary science, technology, engineering and mathematics (STEM) increasingly require advanced knowledge about mathematical physics models and methods of scientific computation. In STEM educational environments this entails the necessity to implement pedagogical curricula and methodologies that epistemologically balance the inclusion of interactive engagement sequences of computational modelling activities, and offer students opportunities to develop meaningful knowledge of physics, mathematics and scientific computation, as well as of the specific STEM concepts and processes. Our approach in this context is based on interactive engagement activities built around computational modelling experiments implemented in the Modellus environment that span the range of different kinds of modelling, from exploratory to expressive modelling. In this paper we describe research concerning a sequence of activities about hydrostatic pressure forces and torques, a theme of an introductory fluid mechanics course for undergraduate university engineering students having only elementary knowledge of secondary education physics and mathematics and no significant prior knowledge about scientific computation. We analyse student’s perceptions about the activities and the effects generated on the learning process. Using a Likert scale questionnaire, we show that students reacted positively to the Modellus based activities, considering them helpful in the learning process of the mathematics and physics of fluid mechanics and for their overall professional training. The results also show that students considered Modellus a useful software for computational activities that help the learning of mathematical physics models, sufficiently easy to learn and user-friendly. Based on the analysis of student’s work content, we show that students were able to construct and explore the proposed mathematical physics models and simulations, and establish meaningful and operationally reified relations with the relevant hydrostatic phenomena. We also show that the computational modelling activities were effective in resolving several difficulties persisting after theoretical lectures and problem-solving paper and pen activities.

Child-identified problems and their robotic solutions

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children’s problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children’s inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

Strategies, Research, and Examples for Elementary Teachers to Integrate STEM

Over the past decade, STEM has become an important goal in schools because of the strong global initiatives for improving education. In fact, the 2010 President’s Council of Advisors on Science and Technology indicated that there was a need to provide individuals with strong STEM backgrounds in order for the United States to be educationally competitive internationally. This article provides ideas to successfully integrate STEM (science, technology, engineering, and mathematics) concepts into all elementary grade levels (K-6), research to provide support for the STEM integration ideas, and examples on how to integrate the ideas. Specifically, the ideas range from encouraging creativity to providing hands-on experiences. While these are important at all grade levels, the article supports the idea that elementary is the foundation that builds students’ willingness and ability to ‘think outside the box’ or understand there is more than one way to solve problems.

Engineering Education in Elementary and Secondary Schools

Engineering, with its focus on design and problem-solving, is used in K-12 education to promote learning in STEM (science, technology, engineering, and mathematics). In this special issue, we bring together seven research papers that have examined critical questions in engineering education. These papers collectively examine recent research in K-12 education and address three broad topics: different models for integrating engineering into K-12 curricula, different learning outcomes associated with alternative models of integration and implementation, and ways K-12 students engage in epistemic practices of engineering while learning STEM concepts. Future research needs to address how engineering should be implemented in schools, what and how learning outcomes must be assessed, and how engineering should be taught. Further research in K-12 curriculum, student learning, and teacher education is necessary, as are applications of contemporary research methods to study teaching and learning of engineering concepts and practices in elementary and secondary schools.

The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM

The 2010 President’s Council of Advisors on Science and Technology indicated that there was a need to provide individuals with strong STEM (Science, Technology, Engineering, and Mathematics) backgrounds in order to be a competitive country internationally. Additionally, it has been found that there is a gender gap in STEM related fields. Therefore, this article describes theories related to the gender gap in the STEM field and ways to engage girls in STEM related fields in order to close the gender gap. The researchers of this study did extensive research to review the current literature, condense and summarize the findings from various studies, and provide steps for educators to engage in that will create an early atmosphere of positive learning environments for girls to be curious about STEM concepts.

The effects of an afterschool STEM program on students\u2019 motivation and engagement

BackgroundOne significant factor in facilitating students’ career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students’ beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program.ResultsAfter completing two Studio STEM programs, participants’ ratings of their values for science and science competence were higher than those of non-participants. In addition, the Studio STEM participants’ motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them.ConclusionsThrough this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students’ motivational beliefs about science that typically occurs during the middle school years, indicating that afterschool programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.

Guidelines to design engineering education in the twenty-first century for supporting innovative product development

ABSTRACTIn the twenty-first century, meeting our technological challenges demands educational excellence, a skilled populace that is ready for the critical challenges society faces. There is widespread consensus, however, that education systems are failing to adequately prepare all students with the essential twenty-first century knowledge and skills necessary to succeed in life, career, and citizenship. The purpose of this paper is to understand how twenty-first century knowledge and skills can be appropriately embedded in engineering education finalised to innovative product development by using additive manufacturing (AM). The study designs a learning model by which to achieve effective AM education to address the requirements of twenty-first century and to offer students the occasion to experiment with STEM (Science, technology, engineering, and mathematics) concepts. The study is conducted using the quality function deployment (QFD) methodology.

Metal Ship and Robotic Car: A Hands-On Activity to Develop Scientific and Engineering Skills for High School Students

Metal Ship and Robotic Car is one of the hands-on activities in the course, the Fundamental of Engineering that can be divided into three parts. The first part, the metal ships, was made by using engineering drawings, physics and mathematics knowledge. The second part is where the students learned how to construct a robotic car and control it using computer programming. In the last part, the students had to combine the workings of these two objects in the final testing. This aim of study was to investigate the effectiveness of hands-on activity by integrating Science, Technology, Engineering and Mathematics (STEM) concepts to develop scientific and engineering skills. The results showed that the majority of students felt this hands-on activity lead to an increased confidence level in the integration of STEM. Moreover, 48% of all students engaged well with the STEM concepts. Students could obtain the knowledge of STEM through hands-on activities with the topics science and mathematics, engineering drawing, engineering workshop and computer programming; most students agree and strongly agree with this learning process. This indicated that the hands-on activity: ?Metal Ship and Robotic Car? is a useful tool to integrate each aspect of STEM. Furthermore, hands-on activities positively influence a student?s interest which leads to increased learning achievement and also in developing scientific and engineering skills.

Connecting Land Ethics and Entrepreneurship Through Experiential Learning in Bobwhite Centric Outdoor Education Program

The majority of today’s youth have the ability to utilize consumer technology on a regular basis. This access has exacerbated the disconnect between adolescents and the natural environment by reducing the amount of time spent outdoors. To compound this disconnect, the continued use of traditional classroom settings along with the ‘‘sit-and-get’’ style of facilitation, widens the gap between inert knowledge and applied knowledge. The transformation from theory to practice witnessed in outdoor science, technology, engineering and mathematics (STEM) education has been shown to foster the assimilation and retention of STEM concepts. Therefore, educational institutions have begun to cultivate the implementation of experiential learning programs in order to provide the appropriate setting for students to establish relationships between theory and application. This study investigated the relationship between experiential learning and content information retention in a bobwhite centric outdoor education program in which participants were given the task of creating a habitat management plan for a tract of land by utilizing entrepreneurship skills acquired over the course of camp. The study participants consisted of north Texas youth and program facilitators. Pre- and post-assessments were administered on the first and last day of the program. The data indicate an increase in content information retention among participants in experiential settings. The results are consistent with similar studies that have analyzed experiential learning methodologies and their impact on data retention. We recommend that the experiential approach be further applied and tested in youth outdoor education programs.

Engineering design in the primary school: applying stem concepts to build an optical instrument

ABSTRACTInternationally there is a need for research that focuses on STEM (Science, Technology, Engineering and Mathematics) education to equip students with the skills needed for a rapidly changing future. One way to do this is through designing engineering activities that reflect real-world problems and contextualise students’ learning of STEM concepts. As such, this study examined the learning that occurred when fifth-grade students completed an optical engineering activity using an iterative engineering design model. Through a qualitative methodology using a case study design, we analysed multiple data sources including students’ design sketches from eight focus groups. Three key findings emerged: first, the collaborative process of the first design sketch enabled students to apply core STEM concepts to model construction; second, during the construction stage students used experimentation for the positioning of lenses, mirrors and tubes resulting in a simpler ‘working’ model; and third, the redesign process enabled students to apply structural changes to their design. The engineering design model was useful for structuring stages of design, construction and redesign; however, we suggest a more flexible approach for advanced applications of STEM concepts in the future.

Cloud-hosted simulation-as-a-service for high school STEM education

Despite their advanced status, nations such as the United States of America continue to face a STEM (science, technology, engineering and mathematics) crisis in their education system. Lack of effective teaching modalities that can leverage real-world examples to stimulate student interest in STEM concepts are identified as one of the reasons for this crisis. To address these challenges, our research is investigating the use of innovative and attractive modeling and simulation frameworks for concurrent, interactive and collaborative STEM education where vehicular traffic serves as the real-world example to reify STEM concepts. Existing traffic-related tools, such as traffic simulators, however, do not provide: (1) intuitive abstractions to construct, refine, and simulate various traffic models that are commensurate to the level of high school students, (2) concurrent and scalable model execution, and (3) collaborative learning environments. On the other hand, although intuitive abstractions such as Google Maps exist, these abstractions do not support semantics for dynamic behavior, which is representative of real-world traffic scenarios. To overcome both these challenges and address the STEM problem, this paper presents a Cloud-based, Collaborative, and Scaled-up Modeling and Simulation Framework for STEM Education called C2SuMo. The key contribution of this paper lies in the design and implementation of a cloud-based, elastic modeling and simulation framework that provides an intuitive, model-driven, collaborative, and concurrent visual simulation environment for STEM education. The paper also reports on insights we gained conducting a user study involving over sixty high school students.