STEM Education Research Articles

Could a STEM Designation Help the Accounting Workforce Shortage?

The US is facing a shortage of accountants in the workforce, with numerous positions going unfilled every year. The number of college graduates earning a bachelor’s or master’s degree in accounting and the number of graduates sitting for the CPA Exam has also declined in recent years. The AICPA created an advisory group to help shape a national strategy to address the talent shortage, and one potential strategy is for accounting curricula to earn a STEM (science, technology, engineering, and mathematics) designation. Many believe a STEM designation would attract more international students to this field of study and help alleviate the shortage of qualified accounting professionals.

The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education

Over the last decades, a multitude of results in educational and psychological research have shown that the implementation of multiple external representations (MERs) in educational contexts represents a valuable tool for fostering learning and problem-solving skills. The context of science, technology, engineering, and mathematics (STEM) education has received great attention because it necessitates using various symbolic (e.g., text and formula) and graphical representations (e.g., pictures and graphs) to convey subject content. Research has mainly explored effects of combining two representations, but the potential benefits of integrating more than two representations on students’ learning remain underexplored. This gap limits our understanding of promising educational practices and restricts the development of effective teaching strategies catering to students’ cognitive needs. To close this gap, we conducted a systematic review of 46 studies and a meta-analysis that included 132 effect sizes to evaluate the effectiveness of using more than two representations in STEM education and to identify moderating factors influencing learning and problem-solving. A network diagram analysis revealed that the advantages of learning and problem-solving with MERs are also applicable to more than two representations. A subsequent meta-analysis revealed that the learning with more than two representations in STEM can have advantageous effects on students cognitive load (Hedges′g=0.324,p<.001,95%CI[0.164,0.484]\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\ ext{Hedges}}{^\\prime}g =0.324,~p<.001,~95\\%~\ ext{CI}~[0.164, 0.484]$$\\end{document}) and performance (Hedges′g=0.118,p<.001,95%CI[0.050,0.185]\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${\ ext{Hedges}}{^\\prime}g =0.118,~p<.001,~95\\%~\ ext{CI}~[0.050, 0.185]$$\\end{document}) compared to learning with two representations without notable differences in learning time. The analysis of moderating factors revealed that benefits of learning with more than two representations primarily depend on the provision of appropriate support.

Implementation of a STEM and Wasaka Character-Integrated Module to Internalize Wasaka Character

STEM Education (Science, Technology, Engineering, and Mathematics) plays a crucial role in elementary schools because it provides a strong foundation for students' skill development and understanding in science and technology. STEM education can help students develop critical thinking, problem-solving skills, and creativity from an early age This research aims to implement a STEM-integrated module infused with Wasaka character values to internalize the Wasaka character in students. The Wasaka character, comprising religiousness, resilience, responsibility, and independence, is vital for fostering holistic development. The study utilizes a one-group pre-test-post-test design with pre-test and post-test evaluations to measure the effectiveness of the module in enhancing character development. Data were collected through observations and questionnaires. The results indicate a significant improvement in the internalization of Wasaka character traits following the implementation of the module. The findings suggest that integrating STEM education with local cultural values can effectively contribute to character building. This study highlights the importance of culturally relevant education in shaping students' character.

Implementation of STEM-Integrated Modules and Wasaka Character Values to Improve Learning Outcomes

STEM education, which includes Science, Technology, Engineering and Mathematics, is essential to prepare students with the skills and knowledge required in the modern world. This study aims to evaluate the effectiveness of the implementation of a STEM-integrated module combined with Wasaka character values to enhance student learning outcomes. The Wasaka values, rooted in local culture, include religiousness, resilience, responsibility, and independence, and are integrated into the STEM curriculum to create a holistic educational approach. The research employs a quasi-experimental design with pre-test and post-test assessments 35 students in a field trial phase. Statistical analyses, including paired t-tests and Wilcoxon signed-rank tests, were used to determine the significance of differences in student performance before and after the intervention. The results show a significant improvement in student learning outcomes, with all students demonstrating higher scores in post-tests compared to pre-tests. The integration of STEM and Wasaka character values enhanced academic achievement. This research concludes that the STEM-integrated module with Wasaka values is effective in improving both cognitive and character aspects of students, providing a model for more comprehensive and culturally responsive educational practices.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys

AbstractThis article looks at how a Black informal STEM educator supported two Black boys' learning opportunities in coding, specifically investigating how the establishment of politicized trust between the informal STEM educator and youth supported their development of critical agency. Using the dual lenses of socio‐spatial relationality and politicized trust, we explore how the socio‐spatial relationality of place, materials, and educator–youth interactions allowed for the shifting of power dynamics that were foundational to supporting youth in navigating a coding process that centered who they were and their interests, in the moment. We employ participatory design research aimed at reducing power dynamics by remediating who has power within a setting, grounded in dismantling and disrupting traditional power hierarchies through actively involving the community in the design process. We present two case studies that map the learning trajectories of Donovan and Jabria, two middle‐school aged Black boys. Their learning trajectories include the following phases: tensions related to coding with Scratch, pivotal interaction with the educator, and development of critical agency. We unpack how the socially produced space supported Donovan, Jabria, and Worsley to critically read the world of coding, rewrite coding through political action, and establish politicized trust. Throughout this process, we see through Donovan and Jabria's interactions they were constantly editing and producing their interactions with coding which led to newly created learning opportunities by developing their critical agency in coding. Four main points were identified: continuous access to materials, sustained engagement to reimagine possibilities, understanding that all disengagement is not equal, and being explicit in communicating expectations followed by concrete action. Across these points, the salience of relational politicized trust between educator and youth was a cross cutting thread.

Overcoming e-learning hurdles: strategies for enhancing stem education in Africa through digital innovation

ABSTRACT Closing the divide between educational practices and industry demands is recognised to enhance the societal relevance of education. Consequently, African countries improve their educational systems by incorporating technological tools such as artificial intelligence, e-textbooks, and web-based learning in primary schools. This research investigates the impact of digital leadership and the external and internal barriers teachers face when adopting e-learning methods within educational institutions. The study gathered responses from STEM-trained teachers, and the data was subjected to analysis using SPSS version 23. The findings reveal a negative relationship between digital leadership and teachers’ internal and external barriers, with no statistically significant impact on using artificial intelligence in schools. Moreover, digital leadership positively influences the use of e-textbooks and web-based learning. Conversely, teachers’ internal and external barriers exhibit adverse effects on integrating e-textbooks and web-based learning while positively impacting the adoption of artificial intelligence in educational settings. The study underscores the need for advancing STEM programs, noting their role in fostering the acceptance and utilisation of e-learning mechanisms.

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students&amp;rsquo; analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students&amp;rsquo; analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

Integrating Virtual Reality Tools into Secondary School Classrooms to Address Gender Gap in STEM Education: An Action Plan

This action plan addresses the gender gap in STEM education by integrating Virtual Reality (VR) tools into secondary school classrooms. Despite various strategies to increase female participation in STEM fields, women remain underrepresented in these areas. The action plan proposes the use of immersive and interactive VR experiences to create more engaging learning environments that may attract a diverse student body, particularly female students. By leveraging the potential of VR to simulate science experiments and other STEM-related activities, this project aims to enhance students' interest and confidence in STEM subjects. A pilot will be conducted in a secondary school, with approximately 50-100 students and a dedicated STEM teaching team. Key strategies include virtual reality technology training for teachers, the design of inclusive STEM curricula, and continuous evaluation through both formative and summative assessments. The expected outcome is that female students will show increased willingness to pursue further study and careers in STEM fields, contributing to long-term reductions in the gender gap in STEM education.

Exploring How Female Scientists are Uplifted in Research Networks in STEM Fields in Public Universities in Uganda

Participation in research networks is inevitable for the female scientists in the Science Technology Engineering and Mathematics (STEM) fields because they provide a platform for collaborative activities. New research communities of women are created to support each other through mentoring, advancing shared research interests, co-organizing conferences with men, participating in the editorial and the publications. It was on this basis that this study explored how female scientists were uplifted by research networks in STEM fields in public universities in Uganda. This study was anchored on the existential phenomenology by Martin Heidegger in the interpretive world view. Eight female scientists in research networks in STEM fields in public universities in Uganda were interviewed and they were selected from the hard applied and hard pure disciplines as classified in Becher and Biglan’s typology of academic disciplines. Using thematic analysis, two themes such as research collaboration activities and capacity development emerged in this study. This qualitative study set out to explore how female scientists were uplifted in research networks in public universities in Uganda.The public universities included Makerere University, Mbarara University of Science and Technology, Gulu University and Busitema University. Both semi-structured interviews and document check data generation strategies were used in this study. In semi-structured interviews, a sample comprising eight female academics with not less than five years in research networks in public universities were selected, while documents such as the annual reports and strategic plans were used. This study concludes that research networks are uplifting the female scientists in STEM fields in public universities in Uganda because they were internationally exposed, networked, funded, research skills were strengthened, and progressed in career. This study concludes that it was important for female scientists to access physical and human resource in their research networks as this increased their research performance and outputs in STEM fields in public universities in Uganda. This study therefore recommends that, to uplift female scientists in research networks in STEM fields in public universities in Uganda, female scientists in the research networks and senior colleagues should act as ambassadors and mentors to young female scientists in STEM fields

Satisfaction on Blended Learning and Attitude towards Learning Science: A Prediction Model on Motivation to Achieve Academically

The study determines the influence of satisfaction on blended learning and attitude towards learning science on motivation to achieve academically among senior high students in Davao Region. A descriptive correlational research design was employed in a stratified random sampling technique, with a sample of 300 senior high students under Academic Track – Science, Technology, Engineering and Mathematics (STEM) Strand. The results revealed that the attitude towards learning science has more influence on the motivation to achieve academically. Nonetheless, the motivation to achieve academically helped the teachers to determine interventions on how to implement blended learning effectively in order to have a good attitude towards learning science.

Empirical challenges in assessing the “leaky STEM pipeline”: how the research design affects the measurement of women’s underrepresentation in STEM

BackgroundDespite a well-documented underrepresentation of women in STEM majors and occupations, empirical evidence on whether there really is a “leaky STEM pipeline” is mixed due to a lack of methodological consistency. Studies vary by (1) the definition of STEM, (2) the decision to measure choices alone or to also include aspirations, and (3) the use of longitudinal or cross-sectional data.ResultsIn order to analyze how variations in the research design affect the measurement of women’s underrepresentation in the field of STEM, we critically reviewed relevant literature on the “leaky pipeline” and identified three central features in the designs of existing empirical studies. We illustrate how the variation of these affects the results by applying them to the German context. Our results support the “leakage” perspective for Germany only during the transition to the labor market. Changes in STEM aspirations between grades 9 and 12 do not follow a clear pattern. Indeed, a comparison of grade 12 aspirations to actual college major choices even shows an increasing share of women in STEM.ConclusionGermany does not exhibit a significant “leaky STEM pipeline”. Due to more men choosing STEM, gender gaps widen in higher education, while the pipeline remains stable. Therefore, we challenge the “leaky pipeline” metaphor, advocating a life-course perspective to better understand STEM trajectories. We call for refined measurement standards, emphasizing official STEM definitions, long-term observations from aspirations to career entry, and the use of longitudinal data.

Estrategias de Enseñanza STEM: Un Análisis de Métodos Activos en el Aula

The research analyzes active teaching strategies in STEM education, focusing on methodologies such as gamification, project-based learning (PBL), augmented reality (AR), virtual reality (VR), educational robotics, and the flipped classroom model. These methodologies have shown to improve academic performance, knowledge retention, and the development of critical skills, such as critical thinking, creativity, and problem-solving. Despite the benefits, implementation faces significant challenges, including resistance from both teachers and students. The research highlights that combining traditional and active methods can help overcome these challenges, creating more dynamic and equitable learning environments. It also suggests that the success of these strategies largely depends on teacher training, willingness, and institutional support. In conclusion, active strategies are essential to better prepare students for the technological and scientific challenges of the future.

Exploration of STEM Education Curriculum Construction in Normal Universities

To fully meet the societal demands for future teachers, this paper comprehensively designs the STEM education curriculum for science education students from multiple dimensions including teaching content, teaching models, and instructional design. Through the designed instructional process, student teachers are effectively trained to develop their capabilities in delivering STEM education. The integrative curriculum design enables student teachers not only to impart knowledge but also to stimulate students' innovative thinking and problem-solving skills, laying the foundation for nurturing future innovative talents.

Evaluating vision-capable chatbots in interpreting kinematics graphs: a comparative study of free and subscription-based models

This study investigates the performance of eight large multimodal model (LMM)-based chatbots on the Test of Understanding Graphs in Kinematics (TUG-K), a research-based concept inventory. Graphs are a widely used representation in STEM and medical fields, making them a relevant topic for exploring LMM-based chatbots’ visual interpretation abilities. We evaluated both freely available chatbots (Gemini 1.0 Pro, Claude 3 Sonnet, Microsoft Copilot, and ChatGPT-4o) and subscription-based ones (Gemini 1.0 Ultra, Gemini 1.5 Pro API, Claude 3 Opus, and ChatGPT-4). We found that OpenAI’s chatbots outperform all the others, with ChatGPT-4o showing the overall best performance. Contrary to expectations, we found no notable differences in the overall performance between freely available and subscription-based versions of Gemini and Claude 3 chatbots, with the exception of Gemini 1.5 Pro, available via API. In addition, we found that tasks relying more heavily on linguistic input were generally easier for chatbots than those requiring visual interpretation. The study provides a basis for considerations of LMM-based chatbot applications in STEM and medical education, and suggests directions for future research.

Impact of STEM Education on Preschool Children's Scientific Process Skills

This study was conducted to reveal the effect on scientific process skills of STEM activities. The study group consisted of 57 children, one experimental group, and two control groups. In this study, a semi-experimental research method was used. In the data collection process, three data tools were used to collect data. Two of them were developed by the researcher "Demographic Information Form," which contained personal information about children and their parents, and the "Scientific Process Skills Test" to evaluate the basic scientific process skills of 60-72-month-old children. developed by Goodenough in 1926, the "Good Enough Harris Test" was used to determine the homogeneous distribution of the research groups. In the analysis of the experimental process of this study, a 3x3 mixed design ANOVA method was used. To show the significant difference between the groups, parametric and nonparametric tests were used depending on whether they showed normal distribution or not. The study findings showed that the scientific process skills of the children who participated in the experimental group differed significantly from those of the children in the control groups. The findings obtained in this study suggest that STEM activities improve the basic scientific process skills of 60-72-month-old children.

Integrating Science, Technology, Engineering, and Mathematics (STEM) into Indigenous Education for Sustainability: The Development and Implementation of a Curriculum Based on Disaster Prevention for Young Children

There are differences between Western mainstream culture and traditional Indigenous culture in the way they address sustainable development. The spirit of sustainability has been emphasized and practiced by Indigenous cultures for hundreds or even thousands of years, but it is increasingly disappearing over time due to the threat of natural disasters. It is necessary to recover this practice of sustainable development from its roots in traditional Indigenous knowledge. This study considers the possibility and utility of incorporating science, technology, engineering, and mathematics (STEM) into Indigenous education for sustainability, a topic that has not been addressed by other studies. Based on a literature review, the proposed framework and content for this study focus on Indigenous disaster prevention. The specific topic was chosen to be most relevant to young Indigenous children. STEM indicators from the US next-generation science standards (NGSS) were referenced to create the proposed STEM teaching objectives, which were designed to be specifically appropriate for Indigenous curricula and teaching activities. Additionally, the cultural curriculum model was adopted to reform the Indigenous curriculum and teaching model by utilizing the transformation and social action approaches. Finally, the five-stage learning cycle was used as the framework to implement the curriculum, intertwined with the principles of the spiral curriculum, to co-construct an instructional example of Indigenous education for sustainability for future reference.

Supporting STEM Success: Digital Curriculum Innovations to Foster Student Retention

STEM (Science, Technology, Engineering, and Mathematics) education is fundamental to cultivating the skills needed in today’s technologically driven world. However, STEM programs face significant challenges with student retention, particularly due to rigorous coursework, lack of support, and insufficient engagement strategies. This paper examines the role of digital curriculum innovations—such as virtual labs, adaptive learning systems, gamification, and AI-driven tutoring—in improving retention rates in STEM education. By analyzing recent studies, case examples, and student feedback, the paper reveals that these digital tools can address key retention barriers by personalizing learning experiences, enhancing engagement, and providing flexible access to educational resources. This study offers actionable insights for educators, policy makers, and institutions seeking to support student success and foster a sustainable STEM workforce through technology-enhanced curricula.

Teaching for Social Justice: How Educators Address Inequalities in STEM Education

Inequalities in STEM education remain a persistent issue, disproportionately affecting underrepresented groups, including women, minorities, and low-income students. This study aims to explore how educators address these inequalities through social justice frameworks in their teaching practices. Grounded in theories of culturally relevant pedagogy and critical pedagogy, the research investigates the role of teachers as key agents in promoting equity in STEM classrooms. A systematic literature review was conducted, drawing from case studies, academic articles, and policy reports, focusing on strategies that educators use to create more inclusive and supportive learning environments. The findings reveal that educators utilize a range of methods, such as differentiated instruction, inclusive curriculum design, and culturally responsive teaching, to address disparities in STEM education. However, significant challenges, including limited resources and inconsistent institutional support, hinder full implementation. This paper highlights the importance of teacher agency and the need for professional development programs that equip educators to better address social justice in STEM education. It contributes to existing literature by providing a comprehensive analysis of best practices while identifying gaps in research on long-term impacts and global applicability.

Female-led teams produce more innovative ideas yet receive less scientific impact

Abstract Despite longstanding concerns about gender bias in science, there remains a lack of understanding regarding the performance of female scientists as team leaders compared to their male counterparts. This study explores differences between female-led and male-led teams in terms of scientific impact, novelty, and disruption, utilizing a comprehensive dataset of journal articles spanning from 1980 to 2016 across STEM fields. We employed Coarsened Exact Matching (CEM) to match female and male scientists based on their characteristics. Subsequently, we applied multivariable logistic regression models to compare the outcomes of journal articles produced by female-led and male-led teams. Our analysis reveals that female-led teams generate more novel and disruptive ideas. However, they tend to produce articles with fewer scientific impact compared to their male-led counterparts. This suggests a systemic undervaluation of the contributions of female scientists. Further analysis indicates that this gender bias intensifies in later career stages and with larger team sizes. Additionally, significant field-specific heterogeneity is observed, with the most pronounced bias found in Biology and Medicine. These findings highlight the urgent need for policy adjustments to address these biases and promote a more equitable evaluation system in scientific research. Peer Review https://www.webofscience.com/api/gateway/wos/peer-review/10.1162/qss_a_00335