STEM Education Research Articles

Assessing the Information Needs and Seeking Behavior of Women Faculty Members in PU Colleges of Kalaburagi District, Karnataka: A Gendered Perspective

This study explores the information needs and seeking behaviors of women faculty members working in pre-university (PU) colleges in the Kalaburagi district of Karnataka, India. Utilizing a mixed-methods approach, the research investigates the primary sources of information, satisfaction levels with library services, and the impact of socio-demographic factors on information-seeking behaviors. The study reveals significant disparities in access to and use of digital resources, influenced by factors such as age, marital status, and educational background. The findings highlight the critical need for enhanced library services, tailored training programs, and policy interventions to support women faculty in their academic and research activities. These insights contribute to the broader discourse on gender and technology in educational settings, emphasizing the importance of equitable information access in promoting gender equality in STEM fields.

The Influence of Mobile Technology on STEM Education Student Learning Outcomes

The Influence of Mobile Technology on STEM Education Student Learning Outcomes

Can dynamic grouping improve students’ collaborative ability and learning performance in robotics education?

ABSTRACT While pair learning (PL) is considered a potential method in STEM education including robotics education (RE), the question of how to pair students for superior learning effects remains. Current grouping strategies for PL in RE are constrained by fixed grouping (FG) and short of attention to dynamic grouping (DG). Therefore, this study aims to introduce DG into RE, as well as exploring its effects on PL for college and primary students. To this end, a two-stage study was conducted. A pre-post-test design was performed in the pilot study. Based on the pilot study, the authors refined the research design and conducted a comparison experiment (DG vs. FG) for primary school students. Results indicated that: (a) there was no significant difference in collaborative ability between DG and FG, but DG outperformed FG in enhancing students’ contribution; (b) there was no significant difference between DG and FG in students’ learning performance.

Development and Validation of the TSTSIS Instrument to Measure Teachers’ Self-Efficacy to Teach Science Through Integrated STEM Approach

This study aimed to develop an instrument with acceptable validity and reliability for assessing two key aspects among science teachers: their self-efficacy in teaching science through an integrated STEM approach (STSIS) and their outcome expectancy when employing this approach (OETSIS), which we refer to as TSTSIS. We administered this tool to 109 science teachers in Phnom Penh city and various provinces in Cambodia. The results revealed that STSIS can be broken down into six essential latent factors. Among these factors, five are grouped under the theme of “Integrated STEM Instructional Self-Efficacy,” covering problem-based, robots-based, inquiry-based, engineering-based, and technology-based instructional self-efficacy. The sixth factor relates to teachers’ self-efficacy in terms of accessing materials. Author formulated the subscale “Expectations of High Students’ Achievement in Science” as the factor representing the OETSIS. Scores on the TSTSIS subscales offered evidence of its criterion validity, with significant differences observed across various teacher-related variables. These variables include teachers’ teaching qualifications, school types, teachers from schools where STEM education and an integrated STEM approach are part of the school’s objectives, and correlation with instructors’ teaching experience. The TSTSIS subscale lays the groundwork for designing STEM training programs tailored to the needs of science instructors.

Bridging Gaps in STEM Education: The Case for Dedicated Learning Centres in South African Townships and Rural Areas

This article explores the critical need for improved Mathematics, Science, Engineering and Technology (STEM) education in South African townships and rural areas, where persistent challenges in teaching methods and resource accessibility have hindered the development of these crucial subjects. The perception of Mathematics and Science as complex subjects, coupled with societal pressures to prioritise less ‘challenging’ subjects, has resulted in a quantity-over-quality approach to education. This article argues for establishing dedicated Mathematics, Science, Engineering, and technology centres in these underserved regions, drawing upon global research findings that underscore the importance of continuous improvement in STEM subjects for individual and national advancement. The proposed centres aim to address educational disparities by providing innovative teaching methods, resource access, and mentorship programs. These proposed centres intend to rectify educational disparities by offering innovative teaching methods, improved resource access, and mentorship programs. Through examining successful case studies and potential challenges, this article calls for a comprehensive approach to reshape the STEM education landscape in South African townships and rural areas, contributing to a more equitable and robust educational system.

The lack of STEM vocations and gender gap in secondary education students

The gender gap in STEM vocations among high school students still remains a troubling reality. Several studies indicate that students in general have less interest in science and technology subjects, and this disparity is even more distinguishable among female students. In fact, the aforementioned gender gap in STEM begins to manifest itself at an early age and worsens during adolescence. Some of the multiple causes include cultural factors, gender stereotypes, and lack of female role models. Therefore, it is essential to promote gender equality and encourage inclusion and diversity in the educational environment as a key measure to reduce the gap. This is why in this study comprehensive research was carried out to analyse the factors that contribute to the gender gap in STEM careers. To this end, a survey was conducted of approximately 1,000 secondary education students from a range of centres in the Canary Islands. The survey yielded insights into the direct influence of close references on students and the lack of female role models. This allowed the identification of effective measures to increase women’s participation in these fields. One of the suggested solutions is the implementation of practical workshops, in which female figures play a key role. These workshops are used to demonstrate to students that there are numerous role models nearby who can motivate and encourage them to explore and develop their interest in the field of science and technology. By providing said opportunities and role models, our aim is to build their confidence and provide them with the necessary tools to take advantage of all the opportunities that the STEM field has to offer.

Challenging Educational Inequities in Early STEM Instruction

Challenging Educational Inequities in Early STEM Instruction

Interdisciplinary STEM education foundational concepts: Implementation for knowledge creation

Interdisciplinary thinking is essential to understanding and solving real-life problems and requires multiple disciplinary viewpoints. Research into STEM education highlights that it promotes an interdisciplinary learning process integrating science, mathematics, engineering, and mathematics knowledge and skills. However, STEM definitions are varied, and implementation recommendations are scant, resulting in diversity in the development and implementation of the learning process. This study critically analyses the literature to determine the fundamental concepts of STEM education and STEM discipline integration. Our analysis discovers six key components of STEM education, encompassing the integration of discipline, utilization of multiple representations, engagement with realistic and relevant problems, application of the engineering design process, encouragement of active collaboration, and emphasis on student-centered learning approaches. Then, we transform these key components to a practical learning process. The STEM-DTaM (STEM with Design Thinking and Makerspace) learning model consists of seven steps. We then unfold how this proposed learning could facilitate interdisciplinary thinking construction.

Student-created videos in online STEM education: a large, interdisciplinary, randomized control study

Student-created videos engage students’ interests, creativity, and content knowledge and enrich collaborative learning in STEM education. These videos enhance critical thinking and analytical skills, which are essential tools in the fields of science, technology, engineering, and mathematics (STEM). This study presents the results of such an assignment across several STEM areas (biology, chemistry, exercise science, information technology, and mathematics) at a minority-serving, liberal arts higher education institution in the southeast region of the United States. Undergraduate students (n = 557) across varied, online course modalities (synchronous and asynchronous) were required to create four problem-solving videos 3–8 min in duration. Assessment tools included a self-assessment of learning gains survey given to control and experimental groups and a post-video creation survey given only to experimental groups. Grade data was also collected from all sections. Comparing the experimental and control groups, students showed a statistically significant gain in their ability to give oral presentations, create videos, and edit videos. Qualitative data from free-response questions corroborate these gains and suggest that students also grew in content knowledge and conceptual understanding through these assignments. Our study implements a multimedia theoretical framework which suggests students learn more effectively from consuming presentations with both auditory and visual components. Our results suggest students see similar gains from producing presentations with both auditory and visual components. Further our results suggest that multimedia production enhances students’ presentation skills. From a practical perspective, this study suggests that faculty should incorporate student-created videos in online classes, which typically require oral presentations in person. Faculty are also advised to require oral and visual components within these videos to maximize learning gains from the perspective of a multimedia theoretical framework.

Digital adoption and human capital upscaling: a regional study of the manufacturing sector

AbstractWe study the effect of the diffusion of digitalization, measured as the level of expenditures in digital technologies, on labor demand within the manufacturing sector. We exploit unique information from a focus study of the quarterly survey of Unioncamere Piemonte (one of Italy’s most industrialized and technologically advanced regions) to measure the extent to which planned digital technologies investments impact hiring propensity, differentiated by educational level. Based on a representative sample of non-micro firms, our findings suggest a positive relationship between digital investments and the probability of hiring highly educated workers, mainly driven by the demand for individuals with a post-secondary technical institute (ITS) diploma and post-MSc qualifications or a PhD in STEM fields. Conversely, we also find that digital investments negatively influence the probability of hiring low-educated individuals, primarily referring to the demand for workers with secondary education. Our results reveal firms’ human capital upscaling dynamics powered by digitalization processes.

Research on Women's Educational Inequality

Education is a tool to achieve social equality. To achieve educational equality, it is necessary to prevent inequalities caused by student capital (such as gender, family, city where one lives and studies, etc.). This paper focuses on the inequalities faced by women in education. This paper uses online interviews to invite participants to discuss their educational disparities. This paper found that females are easily bound by the stereotypes around them in the process of making choices, such as major choices, schools, and life choices. This kind of constraint pushes females in the direction of the social stereotype that women are more suitable. However, some women rebel against these constraints. Stereotypes influence women's professional choices and, indirectly, their job choices. Finally, it leads to a gap for women in STEM fields.

Measuring Career Aspirations in Science, Technology, Engineering, Mathematics and Education

AbstractThere has been a sustained interest in student perceptions about STEM fields and their choice of careers over the past few decades. Research has shown that there is a decline in students pursuing STEM careers, and this has raised global concern. Despite these issues, no unistructural, broad, parsimonious and unambiguous quantitative instrument exists to probe student career aspirations. This paper highlights the background, extension and validation of an instrument, derived from a previous science-focussed high-quality instrument that allows student career aspirations to be quantitatively characterised. Participants were 1221 undergraduate students, 1003 of whom were judged to have provided good data, from 18 tertiary institutions in the USA and Canada. The resultant instrument is a reliable 20-question survey representing five clearly demarcated domains: Science, Technology, Engineering, Mathematics and Education. Each scale possesses high reliability (Cronbach’s alpha > 0.95), and high construct validity as determined by comparisons with their stated choices of career.

Comparing the Impact of Non-Cognitive Skills in STEM and Non-STEM Contexts in Kazakh Secondary Education

The role of non-cognitive skills in academic achievement has garnered increasing attention in educational research. This study explores the impact of non-cognitive skills on academic achievement in STEM and non-STEM subjects in secondary education. Survey data from 795 teachers and 12,965 students across 20 STEM schools in Kazakhstan were analyzed to examine the impact of 26 non-cognitive skills on performance in math, physics, first language, and history. Regression and mediation analyses were conducted to investigate how students’ self-assessment of non-cognitive skills directly affects academic achievement and how these effects are mediated by teachers’ assessments. The findings indicate that non-cognitive skills exhibit varying direct and total effects, with mediated effects showing greater consistency across different subjects. In math and physics, information processing skill and grit show the strongest direct and total effects on academic achievement. In first language and history, responsibility management and teamwork skill are most influential. Except for capacity for optimism and growth mindset, all skills demonstrated mediated effects across the four subjects. This research informs curriculum development and equitable policies by showing how non-cognitive skills impact academic performance across subjects. It studies the case of Kazakhstan, adding to global education discourse and offering valuable insights for enhancing STEM education.

Measuring the impact of concept knowledge and laboratory intervention on pre-service kindergarten teachers’ pedagogical content knowledge in science education

ABSTRACT K-12 science education is essential for cultivating students’ scientific talents, with teachers playing a critical role in this process. This study investigates the effects of conceptual knowledge and laboratory interventions on pre-service kindergarten teachers’ pedagogical content knowledge (PCK), deriving water as a topic for science activities. Thirty-three pre-service teachers were divided into three groups: Group 1 received lectures on science knowledge, Group 2 participated in lectures supplemented by laboratory experiments, and the third group served as the control group. A mapping approach is utilized to assess the development of PCK among participants. The results revealed that both intervention groups demonstrated significantly improved PCK compared to the control group (p < 0.001). However, no significant difference was observed between the two intervention groups regarding PCK enhancement. Based on these results, we argue the importance of cultivating scientific content knowledge among pre-service education students. Additionally, the science curriculum for these students should differ from common STEM programs, focusing more closely on the scientific knowledge and inquiry skills they will need in their future teaching.

Exploring the frontiers: A comprehensive bibliometric analysis of robotics in science education

The present bibliometric review focuses on the 50 research articles indexed in Scopus Database in robotics science education (RSE) between the years 2012 and 2024. The analysis of publications shows the steady growth rates which is especially notable for 2021 thereby specifying the growing demand in the field. These are researchers from universities named The Aristotle University of Thessaloniki, The Kaunas University of Technology, and the NYU Tandon School of Engineering. The funding bodies that have greatly supported research work include National Science Foundation, CAS-TWAS Scholarships, and EPF Lausanne. The current study emphasizes that the topic of robotics in the learning process involves tendencies of the social sciences, engineering, computer science, psychology and other sciences. The United States leads in publication output, followed by countries like Greece, Turkey, and Lithuania, highlighting a global interest in leveraging robotics for educational innovation geographically. The location of the research studies points to the fact that, there is a need to reach out to various countries as a way of encouraging the use of robotics in the STEM curriculum. The following analysis offers insights into the current trends, risks, and opportunities of robotic innovations in education study and underlined the need for a continuous stakeholders’ discourse on the best use of robots in enhancing science learning. This bibliometric analysis emphasizes the dynamic growth, disciplinary integration, and international collaboration characterizing RSE, underscoring the importance of ongoing dialogue and cooperation to realize its transformative potential in STEM education.

Exploring neural efficiency in spatial cognition: A comparative study of 3D visual stimuli in virtual reality across STEM and non-STEM fields

Spatial cognition plays a crucial role in our daily lives. The relationship between spatial abilities and mathematical performance is well-established, with visuospatial training offering significant benefits in academic STEM (Science, Technology, Engineering, and Mathematics) disciplines. Developing visuospatial training requires an objective evaluation of spatial cognition and consideration of various 3D displays. This study aims to compare the neural efficiency of STEM and non-STEM individuals during mental rotation tasks (MRT) in 3D and 2.5D conditions (pseudo 3D) using virtual reality (VR). For that, we propose a novel integrative assessment of spatial cognition by combining a cost-effective VR headset and functional near-infrared spectroscopy (fNIRS). Overall, the findings reveal that STEM individuals exhibit greater neural efficiency in the dorsolateral prefrontal cortex (PFC) while solving MRT in a VR environment compared to their non-STEM counterparts. Additionally, the study shows that there is no significant difference in performance between 3D and 2.5D stimuli, suggesting that both conditions are equally suitable for MRT in VR. One possible explanation is that immersive VR reduces the distinctions between 3D models and 2.5D images, considering MRT scores and PFC activity. This research underscores the practicality and relevance of using VR and fNIRS to evaluate visuospatial tasks and the potential to identify distinct student learning profiles and enhance spatial skills. Furthermore, it highlights the potential of 2.5D stimuli as a cost-effective alternative for learning applications in VR. Here, we demonstrated that modeling the same task in 3D and 2.5D conditions can compare how humans interact with visuospatial tests, providing insights into applying VR devices to develop spatial skills.

Exploring career interest and STEM self-efficacy: implications for promoting gender equity.

This study explores the relationship between career interests and self-efficacy in Science, Technology, Engineering, and Mathematics (STEM) among young girls in Riyadh, Saudi Arabia. Employing a quantitative research design with a correlational approach, we utilize the S-STEM survey to measure changes in students' STEM subject efficacy and their interest in STEM careers. Our sample comprises 671 middle and high school female students from 49 schools, representing a diverse cross-section of the population. The findings indicate that female students exhibit high levels of STEM self-efficacy and have a strong preference for medicine as a career choice. While the overall interest in STEM careers among students is moderate, there are notable variations in interest across different STEM fields. Importantly, a positive and significant correlation was observed between female students' interest in STEM careers and their self-efficacy in STEM. This research holds important implications for the promotion of STEM education and careers among female students. By recognizing the unique context of Saudi Arabia and the perspectives of young girls in Riyadh, this study offers a fresh perspective on the factors influencing STEM career aspirations and highlights the importance of fostering self-efficacy beliefs among female students.

Describing youth participatory evaluation of educational interventions as a key domain of the social determinants of health: protocol for a scoping review

IntroductionYouth participatory evaluation is one model for monitoring global outcomes and assessing interventions to improve young people’s health equity and well-being while embracing principles of participation and empowerment. Little is...

Every country needs a national STEM teacher corps

Every country needs a national STEM teacher corps The US National Science Foundation has initiated the National STEM Teacher Corps program to support STEM teachers. Nancy Butler Songer, Associate Provost of STEM Education, discusses her efforts to assist primary school teachers in guiding young children to create solutions for local environmental issues. In many countries, we are challenged by a shortage of well-trained and well-supported teachers. In a 2021 study, more than half (54%) of American teachers surveyed reported their likelihood of leaving the teaching field was somewhat likely or very likely. While American policy documents such as the Framework for K-12 Science Education (NRC, 2012) propose that students learn science and engineering through investigations and design, many classroom teachers lack professional development, time, supportive environments, and resources to champion students’ problem-solving, leading to solutions to local environmental problems.

Latinx High School Students’ Reflections About a University Summer Research Program Support the Use of Asset Bundles in Designing Programs for Broadening STEM Pipelines

ABSTRACT Latinx individuals are under-represented in STEM and biomedical fields. Research by Johnson and Bozeman has shown that the asset bundle framework can be used to help minoritized individuals succeed in STEM and professional schools. This model has been widely applied to college students, but little work has been done with high school students. A formalized summer research program to allow students to participate in university research was implemented that is geared toward underrepresented high school students at predominantly Latinx high schools in the Southwest using the asset bundle framework. Over the last two years, 10 students have participated in a 4 to 5-week summer research program. Seven of these ten students were interviewed about their experiences in the program. Data were analyzed using a grounded theory approach. Themes from the asset bundles framework emerged in these interviews that were indicative of student interest in biomedical pursuits, suggesting that asset bundles can be used to promote biomedical careers among Latinx high school students.