Science, Technology, Engineering And Mathematics Education Research Articles

Evaluation of STEM Education Programs (Science, Technology, Engineering, Mathematics) in Increasing Students' Interest in Learning

STEM (Science, Technology, Engineering, and Mathematics) is an education system that can develop students' ability to solve problems, be more innovative, independent, and can connect what they learn at school with real life. Good innovation is when students are able to connect all aspects of STEM and combine four inter-disciplinary aspects of STEM so that they can solve a problem. The four STEM disciplines that have been described by Torlakson (2014) are: (a) Science, which is the science of nature, which represents natural laws related to physics, chemistry and biology and the treatment or application of related facts, principles, concepts and convections. with these scientific disciplines. (b) Technology, is a skill or a system used in managing society, organizations, knowledge or can be defined as a product of science and engineering. (c) Engineering, is engineering knowledge by utilizing concepts from science and mathematics as well as technological tools to solve a problem. (d) Mathematics, is knowledge that connects quantities, space and numbers which requires logical arguments.

A Novel Pedagogical Tool For Childhood Education In STEM And STEAM Towards Achieving Sustainable Development Goals In Africa

The integrating of Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Art and Mathematics (STEAM) in Early Childhood Education in developing countries has proved to be a workable strategy in enhancing inclusive and equitable quality education and lifelong opportunities for all (SDG 4) towards achieving Sustainable Development Agenda by the year 2030.This paper presents a critical review of early childhood education in Africa, its impacts, benefits, challenges and plausible remedies. Theoretical frameworks in use were x-rayed with basic characteristics and types of pedagogical tools highlighted. A firsthand experience of non-formal, community-linked and integrated approaches, STEM Play cycle and Culturo-Techno-Contextual Approach (CTCA) to STEM and STEAM education at childhood stage was carried out in Ekiti State, a rural –urban setting in densely populated Nigeria for this case study research. The role of culture and influence of environment in learning were showcased.

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.

INTEGRATING TECHNOLOGY WITH SCIENCE IN STEM EDUCATION FOR K-12 STUDENTS

Science Technology Engineering and Mathematics (STEM) Education is vital for the economy and future employment in developing countries. However, STEM education in Pakistan is still an emerging topic, especially in Hyderabad. Numerous challenges have been found in introducing STEM education as it is complex, unavailable, lack of usability in the education curriculum. STEM education is found to be a suitable learning technique for both teachers and students of Kinndergarten-12 (K-12) grade. This paper introduces an integrated technology and science-based web application that provides an animation-based learning and teaching application prototype. A preliminary survey was conducted from teachers to assess their Information Technology (IT) knowledge and its use in learning and teaching. There were 60% teachers used projectors in the lectures, while the 33.3% used class board and markers, and the remaining 6.7% used only hand gestures to teach their students. Later, the prototype was experienced to see the feasibility and understanding of teachers. 46.7% of teachers voted for the prototype interface as interesting to use while the remaining percentage voted as an average and confusing interface. It was noted that teachers with less education levels had less interest to use this prototype application, however, teachers who were familiar with basic IT skills were likely to use this application. In the end, the last question about using the prototype application in their lectures showed that 80% of teachers will use this application in every practical lecture while 20% of teachers would use this application whenever they get time to prepare for it.

The Role of Mathematics in STEM Activities: Syntheses and a Framework from a Literature Review

In recent years, science, technology, engineering and mathematics (STEM) approaches in education have received growing attention in the political arena and in educational research and practice. A concern consistently raised in the research literature regarding interdisciplinary STEM education is that the role played by mathematics is understated such that it may be overshadowed by the other disciplines. This study contributes to the discussion by presenting a review of 4,812 studies, of which 37 with descriptions of STEM activities were selected, analysed and synthesised to identify the various roles played by mathematics in these STEM activities. This process produced an analytical framework that captures the various roles mathematics can play, which can be categorised into two major categories: mathematics as the specific aim of the activity or mathematics utilised as a tool. Two cases selected from the review are presented in this study to demonstrate how the framework can be employed in analysing STEM activities. Furthermore, we propose using the framework when developing STEM activities as a tool to ensure explicit awareness of the various roles mathematics can play.

A systematic review of analytical thinking skills in STEM education settings

PurposeIn the realm of education, there has been an increasing emphasis on developing analytical thinking (AT) in the past few years. This systematic review focuses on an analysis of journal publications that have explored AT within the context of science, technology, engineering and mathematics (STEM) education. This analysis investigated four primary issues: (1) the operational definition that was used; (2) the types of theories that were used; (3) the interventions that were implemented to enhance AT skills; and (4) the research designs that were used.Design/methodology/approachTo ensure a comprehensive and thorough review, we used the guidelines of preferred reporting items for systematic reviews and meta-analysis.FindingsA comprehensive review of 28 pertinent scholarly articles reveals that scholars frequently rely on the concepts proposed by Anderson (2002), Marzano and Kendall (2008), Rodrangsee and Tuntiwongwanich (2021) and Suyatman et al. (2021) to establish a framework for delineating the competencies associated with analytical thinking (AT). Quasi-experimental designs were the most frequently used research designs in the studies analysed, followed by research and development approaches and then correlational designs. Most researchers have focused on investigating the effectiveness of problem-based learning as an intervention for improving AT skills. However, most research indicates that the theories or theoretical frameworks used to guide the research must be evident.Originality/valueTo the extent the authors know, this study represents the initial comprehensive examination of analytical thinking in STEM education. It presents a consolidated summary of the available evidence, assessing its quality and bringing it together in a single resource.

Persepsi Mahasiswa (Calon Guru) Pendidikan Vokasi Terhadap Pendidikan Science, Technology, Engineering, dan Mathematics (STEM)

Abstract Science, Technology, Engineering and Mathematics (STEM) education has been widely discussed by academics, especially vocational education. However, the knowledge of vocational students/prospective teachers about Science, Technology, Engineering STEM is still limited. The purpose of this research is to describe the perceptions of prospective vocational teachers regarding STEM. This research is a descriptive research using survey method. Data collection was carried out through a questionnaire. The data collected was analyzed using percentage techniques. The results of the study show that there are positive perceptions among prospective vocational teachers about STEM education and they agree to implement the education curriculum in Indonesia. Students stated that the relationship between STEM components was integrated with each other. Most students believe that STEM is suitable for application at every level of education, STEM can link the classroom learning process with the phenomena of everyday life, STEM is suitable for Mechanical Engineering Vocational learning, STEM relates to problem solving abilities, and STEM can be a preference for choosing work in future. Write the abstract in English here. If articles in English, abstract in Indonesia language do not need to be included. Writing abbreviations and mathematical formulas in the abstract needs to be avoided.

Personalized Design of Student Autonomy in STEM Curriculum

This paper explores the implementation of personalized design approaches to enhance student autonomy in STEM (Science, Technology, Engineering, and Mathematics) education. The current state of STEM curriculum in China is examined, highlighting existing challenges in its implementation. The role of autonomy in learning is discussed, emphasizing its definition, importance, and its correlation with effective STEM learning. The paper then delves into personalized design approaches, including the customization of learning paths, integration of real-world applications, utilization of educational technology, and the adoption of project-based learning. Barriers to implementing personalized design are identified, encompassing teacher training, resource challenges, and cultural considerations. The advantages and implications of personalized design are discussed, focusing on improved student engagement, performance, and alignment with educational goals. The paper concludes by emphasizing the transformative potential of personalized design in STEM education.

Incorporating the Arts: A Comprehensive Analysis of the Evolution from STEM to STEAM in Contemporary Education

The evolution from STEM (Science, Technology, Engineering, and Mathematics) to STEAM, with the inclusion of the Arts, has marked a significant shift in contemporary education. STEM education initially prioritized technical skills essential for a rapidly advancing world, yet it started to acknowledge a gap in nurturing holistic development. STEAM recognizes that true progress requires not just analytical prowess but also creative thinking and problem-solving. This paper explores the historical context, theoretical framework, and benefits of integrating arts into STEM education, highlighting how it cultivates a dualistic form of thinking, makes complex concepts tangible, and fosters innovation. However, transitioning to STEAM presents challenges such as curriculum development, teacher preparedness, and resource allocation. Policymakers are urged to enhance funding, revisit academic standards, and forge partnerships with art institutions to foster this innovative educational approach, ultimately equipping students with a well-rounded skill set for the 21st century.

Enhancement of private schools for collaboration to address gender equity gap of STEM education: Case study in Mbeya city of Tanzania

Investment in education to guarantee gender equity in most developing countries has focused on modern teaching pedagogy, teaching and learning facilities, cultural issues and the likes. However, performance in private schools do set learnable examples of which if not ignored, a nation in question may take lessons and improve gender equity in science, technology, engineering and mathematics (STEM) education. Private secondary schools may serve as on way to enrich girls' enrolment in STEM for future career opportunities by scoring qualifiable grades in STEM subjects, provided that education investment environment not only favors public schools but also be in favor of private schools. In the study conducted in Mbeya city of Tanzania, the author investigated 58 secondary schools of which 32 were private schools. From these schools 7936 candidates sat for Certificate of Secondary Education Examination (CSEE) of 2022 in Mbeya city. 2232 candidates were from private schools. The analysis indicated that more girls with a potential to enter into STEM education came from private schools, and it is about twice the number of girls from public schools regardless of more girls candidates from public schools. Chi-square testing of pass in STEM subjects between boys and girls verified that performance in private schools had no gender equity gap between boys and girls. On the other hand, boys outperformed girls in public schools. Moreover, an estimation of 2202 candidates of which 999 were girls had at least a minimum pass in basic mathematics. Private schools contributed 626 (63%) of passes in basic mathematics. Thus, appropriate collaboration with private schools might revamp not only girls’ enrolment but also clear gender equity gap in performance of STEM subjects if policy makers in education investment can do more improvement in the environment for education investment through private schools.

Applying Technical Science Process in Teaching STEM Topics under Model School with Production Practice and Social Life in Vietnam

Currently, STEM (science, technology, engineering, and mathematics) teaching that applies scientific and technical processes is an approach to effectively implementing education in Vietnam. This paper describes the application of scientific and technical processes in teaching STEM topics in a school model associated with production, business, and social life in Vietnam. This experimental study elicited feedback by experts and high school chemistry teachers. Data were collected through expert evaluation forms and questionnaires answered with reference to a Likert scale, and the results were analyzed using quantitative analysis. The research proposed STEM topics associated with production practice and social life for teaching physics, chemistry, and biology in Vietnam. Through the proposed process, we designed and organized 33 STEM education topics associated with production and social life in teaching physics, chemistry and biology. Research results show that teaching STEM topics associated with production practices and social life has clear advantages. Teachers' knowledge and use of STEM topics was found to be at a high level. The study confirmed the effectiveness of applying scientific processes in teaching STEM topics and creating connections between schools and production practices.

The Evolution and Global Significance of STEM Education in The 21st Century

Developing and changing technology brings with it different business opportunities. This change in the field of work also affects the education models in schools. With this study, he examines the importance and necessity of STEM (Science, Technology, Engineering and Mathematics) education and follows its development and impact in various countries. Emphasizing the importance of STEM for the 21st century workforce, this study offers a holistic approach with the integration of theory and practical application. This study also explores the harmonious relationship between STEM and 21st century skills and draws attention to the need for multifaceted competences in a rapidly changing world. In addition, the relationship between STEM education and multilingualism in our globalized age is discussed and the enhanced linguistic development that STEM can promote is emphasized. The research also provides an insight into Turkey's STEM journey, known as STEM, and reveals the country's initiatives, challenges and the road ahead. In conclusion, this research provides a comprehensive look at the role of STEM in equipping students with the skills, knowledge and adaptability necessary for the contemporary world.
 
 Gold, which is one of the important investment instruments, is followed by many investors around the world due to its impact on the markets. For this reason, the estimation of gold prices and the determination of the affecting factors is one of the important problems. In this study, the percentage change in gold prices and its causes are estimated with hidden Markov models. Gold, dollar, interest and inflation rate data between 2013-2023 were used. Percentage change in gold prices is defined as observations and 18 possible hidden state are obtained from dollar, interest and inflation rates that affect gold prices. The forward algorithm is used to solve the first fundamental problem of the hidden Markov model. Observation sequence probabilities in 2-month periods were calculated with this algorithm. In this period, the probability of the percentage change in gold prices to be greater than 0.5 was found to be 23.6%. Hidden states that best explain the observation sequences are examined with the Viterbi algorithm. It has been observed that high accuracy rates are obtained by comparing the results with real data.

Dino Fix

In this essay, I combine ecofeminism, critical animal studies, and vegan studies to analyse the depictions of dinosaurs in a vegan picturebook, Robert Neubecker’s Linus the Vegetarian T. Rex. Because picturebook dinosaurs, like the titular Linus, can mobilize the intense “conceptual interest” in dinosaurs found among young children, I argue that a co-reading of Linus can help initiate conversations and facilitate learning about difficult “adult” concepts, such as evolution, extinction, and the Anthropocene, in children primarily but not limited to ages four to six. As compared to largely anthropocentric mainstream children’s literature, a vegan picturebook like Linus can also intervene in early childhood education before children are socialized into dominant anthroparchal ideologies that normalize the consumption of animals and contribute to global warming; moreover, it can promote positive attitudes toward science and STEM (science, technology, engineering, and mathematics) education. Due to its ambiguous and open-ended messaging, as well as its imaginative approach of enlivening dinosaur fossils at a natural history museum, Neubecker’s Linus arguably encourages an ethical stance toward living nonhuman animals and thus offers a blueprint for “a picturebook for the Anthropocene”: challenging the more obviously reductive instrumentalist depiction of dinosaurs in mainstream children’s literature; raising awareness about the climate crisis by promoting veganism and vegetarianism while also interrogating gendered assumptions about plant-eating; and combating sexist and adultist attitudes toward science education.

STEM education in England: questioning the “leaky pipeline” metaphor

PurposeThe skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.Design/methodology/approachIn this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.FindingsThe authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.Research limitations/implicationsSome aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.Originality/valueIn this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

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.

Exploring the Impact of CPS-Based Robot-Assisted Teaching in STEM Education: Enhancing Knowledge, Skills, and Attitudes

Cyber-physical systems (CPS), along with information technology devices such as portable devices and robots, materials including knowledge contents, and Internet resources, can be integrated into curricula to guide learners in observing and experiencing STEM (science, technology, engineering, and mathematics) knowledge and skills. This integration provides opportunities for learners to cultivate their abilities to design creative works. The objective of this study was to investigate the impact of a robot-assisted teaching and learning system in STEM education on learners’ academic knowledge, skills, and attitudes. To achieve this objective, an experimental design was employed, with 30 college students assigned to learn and create a Drawdio electronic sound synthesizer using robot teachers and tablet computers. Pre- and post-tests were administered to measure students’ academic achievement in STEM, and a survey was conducted to assess their attitudes toward STEM. The findings of the study indicate that the combination of robot teachers and tablet computers served as a supplementary learning resource within the learning environment. It accelerated knowledge acquisition, expanded hands-on experiences, and improved engagement and motivation among the learners. These results suggest that robot-assisted teaching and learning systems have the potential to enhance learning outcomes and attitudes among students. However, it is important to note that human teachers still outperformed robot teachers in certain aspects, particularly in higher levels of knowledge acquisition according to Bloom’s taxonomy. Therefore, this study suggests the adoption of a collaborative model involving both robot and human teachers to effectively promote STEM education in the classroom.

Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework

In recent years, the rapid growth of virtual reality has opened up new possibilities for creating immersive virtual worlds known as metaverses. With advancements in technology, such as virtual reality headsets, and the emergence of applications with social interaction, metaverses offer exciting opportunities for STEM (Science, Technology, Engineering, and Mathematics) education. This article proposes the integration of metaverses into STEM courses, enabling students to forge connections between different subjects within their curriculum, to leverage current technological advancements, and to revolutionize project presentations and audience interaction. Drawing upon a case study conducted with students enrolled in the “Proyectos RII 1: Organización y Escenarios” course at the Escuela Politécnica Superior de Alcoy of the Technical University of Valencia (Spain), this article provides a comprehensive description of the methodology employed by the students and professors. It outlines the process followed, shedding light on the innovative use of metaverses in their projects. Moreover, the article shares valuable insights obtained through surveys and personal opinions gathered from students throughout the course and upon its completion. By exploring the intersection of metaverses and STEM education, this study showcases the transformative potential of integrating interactive virtual environments. Furthermore, this work highlights the benefits of increased student engagement, motivation, and collaboration, as well as the novel ways in which projects can be presented and interactions with audiences can be redefined.

Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation

In interdisciplinary Science, Technology, Engineering and Mathematics (STEM) education, empirical evidence is required that points to the educational contribution of mathematics. Specifically, researchers are not clear how mathematics weaves itself through the STEM education meta-discourse. This article contributes to pedagogical practices in educational institutions where STEM has been newly introduced - What are the perceptions and experiences of South African teachers on interdisciplinary STEM education, and how do mathematics and interdisciplinary STEM discourses leverage each other at schools of specialisation (SoS) in South Africa? Participant teachers were drawn from ten SoS in South Africa. SoS are STEM-dense schools in South Africa’s Gauteng Province, the country’s industrial and commercial hub. Interview data was collected on teachers’ experiences and practices to explore the affordances of Mathematics and other STEM disciplines to influencing curriculum advancement. Situated cognition, mathematics as explorations and flow theory informed this qualitative study. In the findings, technology was regarded as raising learner motivation and mathematical achievement. Important to the study is that participants have a high regard for mathematics’ role in interdisciplinary STEM education. In the study, teachers had no autonomy to pursue the STEM agenda, as they were bound to adhere to a prescribed curriculum, which hardly refers to implementation of interdisciplinary STEM education. Various recommendations are proffered, such as maintaining the positive perceptions participants have on the role of mathematics in STEM curricula. The research calls for equality and equity of all the STEM disciplines, as one STEM curricula cannot succeed without the other.

Instances of dis/juncture: STEM education and young people’s aspirations for development in the Malaysian luar bandar

ABSTRACT This article foregrounds young people’s aspirations from one secondary school in the Malaysian luar bandar (literally meaning ‘outside of the city’ in Bahasa Melayu) as they encounter science, technology, engineering and mathematics (STEM) education, a policy emphasis in service of national development. Together, a postcolonial perspective on development, subjectivity in science education and science’s role in development provide the conceptual apparatus for an ethnographic, comparative case study involving interviews and observation of eight rural young people, complemented by the perspectives of their teachers. Through instances of ‘dis/juncture’ between rural young people and the developmental state, which entail concurrence with modernity, appropriation, and resistance to the ‘STEM education for development’ model, this article advances understanding of scientific literacy and aspirations, as well as the production of scientifically educated persons in the Global South, an understudied nexus of cultural production through education.

Parents’ perceptions of STEM: the use of STEM materials for preschoolers in the home environment

PurposeThis mixed-method, collaborative study investigated parents’ perceptions of STEM (Science, Technology, Engineering and Mathematics) learning through use of STEM kits specifically designed for in-home use by parents and preschool-age children.Design/methodology/approachParents with a child attending a community-based childhood development center and ranging in age from three to four were invited to participate. Data were analyzed for the participants’ surveys, which were completed at two different times (pre and post) for this study.FindingsAfter utilizing the STEM materials with their child over a two-week period, the parents’ perceptions of STEM content changed. The results indicate that regardless of the at-home STEM materials, positive outcomes for their child occurred, including the likelihood that their child would pursue additional STEM opportunities.Research limitations/implicationsWith a small sample size and a short timeframe for conducting the study, the results lack generalizability. The findings add information about the effectiveness of STEM materials for preschoolers while providing insight into educational opportunities in home environments.Originality/valueAs the nation addresses workforce shortages in many areas, including STEM, rethinking STEM education during the first five years is important. The more opportunities for young children to engage in meaningful STEM, the greater the potential to pique interest and develop critical thinking skills.