Science, Technology, Engineering And Mathematics Subjects Research Articles

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

Assessing higher education students' perception towards their engagement in pedagogical STEM approach

This study focuses on evaluating university students' views on their involvement in STEM (science, technology, engineering, and mathematics) teaching methods. The aim was to explore the various factors that affect students' participation in these educational approaches. The research looked at how teaching methods, the use of technology, teamwork, interaction, motivation, and interest all play a role in engaging students with STEM education. Using a descriptive, cross-sectional study design, data were gathered from an online survey completed by 321 senior students from four universities in Mogadishu, selected through a non-random purposive sampling method. The data were analyzed using Smart PLS-4's structural equation modeling (SEM) and SPSS 22.0 software. The results showed significant links between teaching methods, technology use, teamwork, interaction, motivation, interest, and student involvement in STEM education. The study disproved the initial hypotheses (H1, H2, and H3) with p-values of 0.006, 0.000, and 0.000, each below the standard threshold of 0.05. Based on these findings, the researchers suggest improving teaching methods, technology use, teamwork, interaction, motivation, and interest to boost student involvement in STEM education. These results are expected to help shape future STEM education strategies and offer important information for educators and policymakers to improve university settings and teaching methods to further increase student involvement in STEM subjects.

Evolving Minds: A Literature-Driven and Empirical Exploration of STEAM Skill Development and Learning Approaches

This article delves into the evolving landscape of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, a dynamic pedagogical paradigm that amalgamates “Arts” into the realms of STEM (Science, Technology, Engineering, and Mathematics). Focusing on the critical dimensions of skill development and learning approach, this study undertook a systematic literature review spanning 2018 to 2022. The examination of contemporary literature sheds light on students' evolving attitudes and perceptions toward integrating Arts within STEM subjects. To augment this exploration, an empirical survey was conducted, gathering insights from students from diverse European countries and spanning various levels of pedagogy. This combined study unveils intricate correlations between specific forms of Arts and the skill sets essential for fostering innovation and entrepreneurship. Additionally, it delves into the learning approaches that resonate with students as they navigate the complexities of this transformative pedagogy. As education evolves, this article encourages readers to delve into how students view STEAM education. It provides insights into how STEAM education can help shape versatile innovators and entrepreneurs ready to tackle future challenges.

РОЛЬ МАТЕМАТИКИ В РАЗВИТИИ STEM ОБРАЗОВАНИЯ

In the last decade, increased attention has been paid to the integration of science, technology, engineering and mathematics (STEM) education. It is important for a modern mathematics teacher in elementary and high school to understand the role of mathematics as an academic discipline in the development of STEM education. Practical, meaningful and varied learning strategies can help develop high-level thinking and 21st century skills in teaching and learning mathematics. Research towards integrating STEM is in its infancy. So far, there is no clear understanding of the role of individual subjects in integrated STEM. While it is widely accepted that mathematics is at the core of all other STEM disciplines, there is evidence that it plays an underestimated role in integrated STEM education. The article, based on contemporary publications, examines the role of mathematics in interdisciplinary STEM education, including a synthesis and analysis of research conducted over the past ten years; discusses the integration of STEM subjects with an emphasis on mathematics (integrated STEM); About the productive models of integrated STEM that are emerging as STEM education in general and mathematics education in particular can better prepare people for the challenges of the twenty-first century.

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.

THE IMPACT OF TECHNOLOGICAL TRANSFORMATION ON CAREER CHOICES IN THE STEM SECTOR

This study aims to analyse the influence of digital transformation on career aspirations in the STEM (Science, Technology, Engineering, and Mathematics) sector. Qualitative and quantitative data analysis methods were used to collect data from various educational institutions and technology companies. The results show that the adoption of digital technology in STEM education increases students' interest and competence in STEM subjects, which directly affects their career aspirations. The research also found that digital skills acquired through STEM education contribute significantly to job readiness in the STEM sector. In addition, the findings highlight the importance of project-based and collaborative learning enriched with digital technologies to prepare students for the changing work environment. This research contributes to the literature by providing insights into how STEM education, accompanied by digital transformation, can shape career aspirations in the STEM sector. Recommendations for education practitioners and policymakers include greater integration of digital technologies in STEM curricula and the development of teacher training programmes to teach with advanced technologies. Implications for career development in the STEM sector are also discussed, emphasising the importance of continuity between education and industry needs.

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.

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.

Developing a Virtual Engineering Lab Using ADDIE Model

In recent years, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (Science, Technology, Engineering, and Mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective, and interactive learning environment that develops graduates' knowledge, soft skills, and digital skills while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students.

Are STEM Students Creative Thinkers?

Scholarly research has increasingly examined the role of STEM (Science, Technology, Engineering, and Mathematics) education, and that of creativity as a transversal skill. However, far fewer studies have investigated the relationship between the two, particularly in secondary-school contexts, and they have obtained inconsistent results. This paper contributes to the literature by asking: To what extent is studying STEM associated with higher levels of creativity in a secondary-school context? The study utilises a pre-existing dataset gathered in Malta (EU) from some 400 students aged between 11 and 16 years old. It yields information on both the engagement in STEM (measured by exposure to STEM chosen by students as optional subjects, and the enjoyment of STEM considered by students to be their favourite subjects), as well as creativity levels (measured by Divergent Thinking performance on Alternate Uses Tests). Correlation analysis revealed a strong positive link between the two phenomena, lending support to the notion that STEM students tend to be more creative than other students. Using regression analysis, a model is estimated to identify the possible effects of engaging in STEM subjects on creativity, once the other co-determinants of creativity are controlled. The results indicate that both the exposure to STEM subject/s and enjoyment thereof significantly and positively predict creativity, even after controlling for the other possible determinants of creativity (such as age, gender, parental education, and participation in creative activities). These findings offer encouraging insights into 21st century education and for curriculum development as they suggest that, in addition to having value in their own right, STEM subjects can contribute to the development of creativity in young people.

Pedagogical issues of Senior Phase teachers when teaching the matter and materials strand of natural sciences

The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.

Using empirical science education in schools to improve climate change literacy

Providing children with a clear understanding of climate change drivers and their mitigation is crucial for their roles as future earth stewards. To achieve this, it will be necessary to reverse the declining interest in STEM (Science, Technology, Engineering and Mathematics) education in schools in the UK and other countries, as STEM skills will be critical when designing effective mitigation solutions for climate change. The ‘Heat-Cool Initiative’ was co-designed and successfully implemented in five primary/secondary UK schools, as a playful learning tool to unleash student interest in STEM subjects. 103 students from two cohorts (years 5–6 and 7–9) participated in five Heat-Cool activity sessions where they used infrared cameras to explore the issue of urban heat. Their learning was evaluated using a multi-functional quantitative assessment, including pre- and post-session quizzes. Climate change literacy increased by 9.4% in primary school children and by 4.5% in secondary school children. Analyses of >2000 infrared images taken by students, categorised into 13 common themes, revealed age-related differences in children's cognitive development. At primary school age, images of the ‘self’ dominated; secondary school children engaged more with their physical environment. This novel approach demonstrated the importance of developing tailored technology-enhanced STEM education programmes for different age cohorts, leading to a high capacity for improving learning outcomes regarding climate change. Such programmes, embedded in school curricula nationally and internationally, could become a much-needed positive contribution to reaching the United Nation's Sustainable Development Goals, especially Goals 4 (Quality Education) and 13 (Climate Action).

Perceived differences in confidence and ability of females: the role of human resources

Drawing on data from 65 undergraduate students in a college level Database Systems course, this study explores potential differences between men and women students in terms of their confidence to perform well prior to the course, their actual performance during the course, and their confidence after the course has concluded. We find that while the confidence level of women is lower than the men prior to the course, the actual performance of both groups during the course, as well as their confidence after the course, are similar to each other. Our study provides evidence that societal socialization and stereotypes may cause women students to believe that they cannot succeed in STEM (Science, Technology, Engineering, and Mathematics) subjects and thus careers. We discuss the implications of our findings for firms seeking gender diversity and we suggest future research ideas.

Bridging Western Theories and Indigenous Perspectives to Implement STEM in Outdoor Early Childhood Educational Settings

During the Covid-19 pandemic, educators were obliged to rethink traditional classroom settings and explore alternative learning environments. Consequently, numerous outdoor education programs and forest schools emerged in North America during that time. These outdoor alternatives were met with great enthusiasm given that these programs offered a unique advantage during the pandemic, as they could easily enforce physical distancing while also providing a natural space with fresh air circulation. Concurrently, STEM (Science, Technology, Engineering, and Mathematics) education has become a popular focus in 21st-century classrooms. By incorporating STEM subjects into outdoor education programs, children are given the opportunity to develop their problem-solving, critical thinking, and analytical skills in a natural environment. By engaging in STEM activities such as building structures, observing and analyzing natural phenomena, and experimenting with technology, children can develop an appreciation and develop a deeper understanding and sense of belonging with the natural world while also gaining important skills for the future. This article emphasizes on how combining outdoor education and STEM subjects can result in a holistic approach to education that addresses the needs of the whole child. Children are not only able to learn about the natural world but also to develop fundamental skills that will help them in their future education and careers. Additionally, outdoor education can provide children with a sense of well-being and connectedness to the natural world, which can have positive effects on their mental and physical health. Keywords: STEM learning, Indigenous, Outdoor Learning, Forest School, Land-Based Learning, Western Theories, Early Childhood Education. DOI: 10.7176/JEP/14-9-01 Publication date: March 31 st 2023

Gender Differences in STEM Education : A Review Study

The low participation of females in STEM (Science, Technology, Engineering, and Mathematics) subjects is a worldwide issue. There are so many problems being raised in the context of studying higher education for females. The purpose of this study is to explore the effecting factors in enrollment and success in STEM education for females. It is based on the review of literature on female enrollment and participation in STEM education. Due to several factors such as stereotypes and biases, societal and cultural misconceptions, lack of confidence and self-perception, and gender-based discrimination are the major causes to enhance the gender gap in STEM education. To create a more inclusive environment for females in STEM education the role of nation, society, and family is to be supportive. Women should fight against all kinds of discrimination based on their willpower. This study would help to empower women and also contribute to investigate the cause of gender inequality in STEM education and enhancing gender equality. This study can be important for states and organizations to make policies and plans to improve the education status of women in STEM education.

AGILEST approach: Using machine learning agents to facilitate kinesthetic learning in STEM education through real-time touchless hand interaction

There is an increasing interest in creating interactive learning applications using innovative interaction technologies, especially in STEM (Science, technology, engineering, and mathematics) subjects. Recent developments in machine learning have allowed for nearly perfect hand-tracking recognition, introducing a touchless modality for interaction within Augmented Reality (AR) environments. However, the research community has not explored the pedagogical approach of Kinesthetic Learning or “Learning by Doing”, hand tracking, and machine learning agents combined with Augmented Reality technology. Fundamentally, this exploration of touchless interaction technologies has taken on new importance in the new post-COVID world. Meanwhile, machine learning has gained attention for its ability to enhance personalized learning and play a vital new role as a virtual instructor. This paper proposes a novel approach called the AGILEST approach, which uses machine learning Agents to facilitate interactive kinesthetic learning in STEM education through touchless interaction. The first case study for this approach will be an AR learning application for chemistry. This application uses real-time touchless hand interaction for kinesthetic learning and uses a machine learning agent to act as both trainer and assessor of the user. The evaluation of this research has been conducted remotely through a usability study with expert reviewers, which includes 15 young researchers with peer-reviewed work in Human-Computer Interaction & AR and 2 subject experts STEM teachers at the secondary school level. The usability evaluation through NASA Task Load Index (NASA-TLX), Perceived Ease of Use (PUEU), and Perceived Usefulness (PU) with expert reviewers provide positive feedback about this approach for productive learning gain, engagement and interactiveness in learning STEM subjects.

Fascinating or dull? Female students' attitudes towards STEM subjects and careers.

Internationally, the need to advance science, technology, engineering and mathematics (STEM) education is recognized as being vital for meeting social and economic challenges and developing a scientifically, mathematically, and technologically literate citizenry. In many countries, however, there are gender differences in the participation and achievement of girls and women in STEM education and STEM careers, usually to the disadvantage of females. This paper aims to identify challenges to female students’ participation in STEM both at post-primary (secondary school) level and beyond in the Irish context. The research questions we aim to address in this paper are: (1) what are student attitudes towards science, technology, engineering and mathematics as measured through interest and perceived ability in STEM, students’ valuing of STEM and students’ commitment to STEM? and (2) what gender differences occur regarding students’ attitudes to science, technology, engineering and mathematics? A survey was completed by 308 post-primary students in Ireland as part of a one-year research project titled “STEMChAT: Women as catalysts for change in STEM education.” Data analysis compiled descriptive statistics, including response frequencies and percentages and median and interquartile range values, and compared gender differences in survey responses using the Kruskal–Wallis H Test. Results indicated that female students had significantly more positive attitudes to science compared to males while in comparison, males had significantly more positive responses to mathematics compared to females. Challenges regarding access to and understanding of STEM in the context of post-primary education are discussed.

‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education

ABSTRACT This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.

Why not become a STEM ambassador?

Why not become a STEM ambassador?

Diamond: The Game – a board game for secondary school students promoting scientific careers and experiences

Diamond: The Game is a board game designed for secondary school students (aged 11–18) to enable them to explore a broad variety of science, technology, engineering and mathematics (STEM) careers, STEM subjects and life as a scientist. Board games are a reusable and entertaining way to directly engage students in STEM, but careful consideration of mechanics, messages and accessibility is required to successfully deliver on this goal. Diamond: The Game was designed and evaluated against these considerations. The inclusive approach to design resulted in a better and more accessible game for all. Its success is further evident in the rise in the number of players who would consider a career as a scientist or an engineer after playing. The opportunities to explore collaboration, failure and the interdisciplinary nature of science in the game were particularly highlighted in discussions with students, teachers and careers advisers.