STEM Education Research Articles

Research on Project-Based Teaching Mode of Nursing Profession Based on STEM Education Concept

Research on Project-Based Teaching Mode of Nursing Profession Based on STEM Education Concept

Integration of Islamic Values in STEM Learning in Secondary Schools

This research aims to explore the integration of Islamic values into STEM (Science, Technology, Engineering, and Mathematics) learning in secondary schools. In the era of globalization, STEM education is becoming increasingly important to prepare students for future challenges. However, education that only focuses on technical aspects without paying attention to spiritual and moral values can result in disorientation in students' lives. Therefore, this study proposes an approach that combines scientific aspects with Islamic values to create holistic learning. The research method used is qualitative with a literature study approach. Data was collected through observation and analysis of curriculum documents. The results of the study show that the integration of Islamic values in STEM learning can improve students' understanding of the relationship between science and religious teachings, as well as motivate them to apply the knowledge learned in daily life in accordance with Islamic principles. Consistent implementation and support from all schools are needed to ensure the sustainability of this program.

Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study

Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative case study approach, this study outlines the shifts in a participant teacher’s self-efficacy following their exposure to each stage of the framework. The data obtained from interviews and reflective analyses were analyzed using a seven-stage inductive method. The findings have substantiated the significant impact of a teacher professional development program based on the framework on teacher self-efficacy, evident in both individual performance and student outcomes observed over eighteen months. The evolution of teacher self-efficacy in IAT should be regarded as an open and multi-level system, characterized by interactions with teacher knowledge, skills and other entrenched beliefs. Building on our research findings, an enhanced model of teacher professional learning is proposed. The revised model illustrates that professional learning for STEAM teachers should be conceived as a continuous and sustainable process, characterized by the dynamic interaction among teaching performance, teacher knowledge, and teacher beliefs. The updated model further confirms the inseparable link between teacher learning and student learning within STEAM education. This study contributes to the existing body of literature on teacher self-efficacy, teacher professional learning models and the design of IAT teacher professional development programs.

Evaluation of pre-service teachers' views on STEM education

This study aimed to evaluate pre-service science teachers' views on STEM education. Data were collected at the end of each activity and the end of the training with evaluation sheets. The collected data were analyzed with the content analysis method and interpreted with percentage and frequency values. The research method is a case study. Participants received four weeks of practical training, including STEM activities. Based on the data collected, it was determined that teacher candidates did not have a negative perception of STEM activities, that they had difficulty in activities that required handcraft, and that it contributed positively to their interdisciplinary perspectives. They also stated that the training was enjoyable and creative; developed imagination and handicraft skills; increased productivity, self-confidence, design skills, problem-solving skills, and group work; provided practical thinking; ensured permanent learning and field cooperation; and contributed to analytical thinking. Most of the participants stated that they did not find STEM education at their universities sufficient, would apply STEM activities to their students when they became teachers, and wanted to improve themselves in STEM education. Participants stated that they most needed development in the subject of academic knowledge, utilization of technology, handcraft and creativity. In addition, it was determined that positive perceptions and opinions about STEM education were observed.

AI-Enhanced Cross-Cultural Competence in STEM Education

Cross-cultural competence (CCC) is leaders' most critical skill set in science, technology, engineering, and math (STEM) education because it can help them effectively manage cultural diversity. The research provides insights into the potential of AI to foster more inclusive and culturally aware educational environments for STEM students using a theory that combines Constructivism and Cultural-Historical Activity Theory (CHAT). The study discusses two research questions: (1) How can AI-driven tools be used in STEM education to enhance cross-cultural sensitivity and communication? (2) What is the impact of AI-facilitated reflective practices on students' self-awareness of cultural biases? This research shows how AI-based language translators and cultural simulations enable learners to adapt to different cultures. According to Constructivism, learning occurs when learners actively construct their knowledge from experiences towards cultural sensitivity, understanding, and respecting other cultures while reducing stereotypes. CHAT, on its part, views AI as aligning with AI as one of the artifacts or tools that are at the disposal of human beings in order to facilitate social interaction; thus, it has the potential to enhance intercultural communication where verbal cues are not only linguistic but also non-verbal. A total of 228 respondents were reached through surveys, resulting in preliminary results showing improved CCC due to accommodative devices such as culturally-specific software simulations or language translators employing AI models. This study adds value to the existing literature by presenting empirical evidence of how AI can foster CCC in STEM education. It highlights the imperative of AI's theoretical and practical applications in educational curricula.

High school graduates’ perceptions of space studies in formal education

Science, technology, engineering, and mathematics (STEM) subjects are a significant concern in educational systems worldwide. Students who learn these subjects acquire skills and knowledge that enable countries to develop advanced technological infrastructures in industry and academia, ultimately driving local and global economies toward a more advanced future. However, many countries have reported reduced student interest in STEM studies. While students become interested in STEM subjects after joining space education projects, these are often informal activities that occur outside schools. Space education allows students to explore several subjects simultaneously through a multidisciplinary approach and facilitates the development of important skills required in the knowledge-intensive industry and academia. Hence, this research aimed to analyze the perceptions and attitudes of high school graduates exposed to school-based space studies within the formal educational framework in relation to their motivation to undergo STEM studies and other pedagogical issues. The results reveal students’ high degree of motivation to undergo STEM studies through space education, which is an expected but not obvious finding. As for the pedagogical aspect, the issues highlighted by space education include learning activities outside the classroom, the acquisition of skills, and the use of the project-based learning (PBL) approach.

STEM Education in the Caribbean: Challenges, Goals, and Possibilities

In their seminal Caribbean Education Strategy Report, Jules, Miller, and Armstrong (2000) argued that in order to meet the developmental objectives of an internationally competitive labour force by the year 2020, the Caribbean region would need to be able to demonstrate “a 30% increase in persons with qualifications in science and technology at the postsecondary level” (p. xviii). These authors also noted their concern that “the region as a whole lags far behind in science and technology, and a more concerted effort is needed to bridge that gulf” (p. 27). Responding to similar concerns, the Vice-Chancellor of The University of the West Indies indicated that by the year 2020, the institution should be training at least 50% of its students in science-technology-engineering-mathematics (STEM) and STEM-related disciplines to meet science and technology infrastructure needs in the Caribbean (Jaipaul-O’Garro, 2016).

Micro: bit programming effects on elementary STEM teachers’ computational thinking and programming attitudes: a moderated mediation model

Cultivating computational thinking (CT) for K-12 students has become the central issue in the digital age. However, the most significant impediment to the long-lasting development of students’ CT is teachers’ lack of CT and positive programming attitudes (PA). Therefore, this research aimed to explore the effects of Micro: bit programming training activities on STEM teachers’ CT and PA. We conducted a quasi-experimental study with 55 elementary STEM teachers that included 12 Micro: bit programming training activities and measured changes in teacher CT and PA levels using the TCTS and TPAS. The results revealed that Micro: bit programming training activities effectively enhanced STEM teachers’ CT and PA. Further analysis showed that Micro: bit programming training activities mainly improved problem-solving and creativity in CT and cognition and beliefs in PA of STEM teachers. Meanwhile, we found that Micro: bit programming training activities benefited CT and PA enhancement for STEM teachers with high educational level and low teaching years. Furthermore, the findings indicated a partially mediated effect of STEM teachers’ PA in terms of educational level affecting CT, and teachers’ teaching years also significantly moderated the second half of this mediated effect. Generally, this research expands the training approaches of CT and PA for elementary school STEM teachers while clarifying the multifactorial influence mechanisms related to CT and PA, which can provide practical references for future STEM teacher training.

Diversity trends among faculty in STEM and non-STEM fields at selective public universities in the U.S. from 2016 to 2023

During the 2015–2016 academic year, racial protests swept across college campuses in the U.S. These protests were followed by large university investments in initiatives to promote diversity, which combined with existing diversity dynamics, have helped to shape recent faculty diversity trends. We document diversity trends among faculty in STEM and non-STEM fields since the protests in 2015–2016. We find that recent diversity trends are narrowing the gender gap among faculty in STEM and non-STEM fields, but widening racial-ethnic gaps, especially among Black faculty. A large body of prior research suggests these trends will affect students’ college experiences and how they choose majors.

Educational paradigm shift: assessing the prospects of a master's course in green energy transition

This study examines the integration of emerging engineering technologies into STEM education with a focus on the green energy transition. Using a mixed-methods approach, including an international student survey conducted via Google Forms, the research identifies key factors influencing the demand for an innovative Master's program in Green Energy. Quantitative analysis through JASP software reveals a significant positive correlation between student interest in renewable energy related MSc courses and the perception of improved job opportunities in the green energy sector. Furthermore, the survey results indicate that students prioritize the inclusion of Mechanical, Electrical, and IT skills in the curriculum. Qualitative feedback highlights the critical need for practical skills in new research areas such as nanotechnology, quantum chemistry, Carbon capture, and Solar/Wind-based energy sources to meet the evolving demands of the green energy industry. These findings suggest that academic programs must be restructured to align more closely with the skills required for sustainable energy systems, thereby bridging the gap between academic preparation and market readiness.

The rights of undergraduate queer and trans* students of color as STEM majors

ABSTRACT STEM is an exclusionary space for queer and trans* students of color (QTSOCs). A critical site of justice-oriented transformation to enhance support for QTSOCs is mathematics education, which has significant impacts on access to STEM majors and positive identities in the sciences. This article proposes a set of rights for QTSOCs as STEM learners to guide pedagogy that affirms intersectionality of their experiences in and beyond mathematics classrooms. QTSOCs in STEM have the rights to: (i) feel confused and receive support; (ii) take risks in participation and identity expression; and (iii) have affirming representation of identity in knowledge production. To illustrate how these rights are denied and embraced through STEM pedagogy, I present 2 narrative cases from my research study about QTSOCs’ intersectionality of STEM experiences where mathematics played a central role. I conclude with implications for practice to cultivate rehumanizing STEM educational opportunities that QTSOCs deserve.

“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution

As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1) investigate the institutional factors contributing to Latinx student pushout in STEM at an HSRI and (2) develop recommendations for enhancing Latinx student retention in STEM at HSRIs. Through an investigation at a public four-year HSRI in California, three key themes emerged regarding institutional factors contributing to STEM pushout: (1) a disconnect in theory-based STEM courses, (2) unsupportive and busy research-focused environments, and (3) the psychological toll of a stripped STEM identity. The authors offer recommendations for targeted interventions to genuinely “serve” Latinx students in STEM fields at HSRIs.

Virtual Immersion in STEM Education: A MICMAC Study on How Virtual Reality Impacts the Understanding and Application of Scientific Concepts

The integration of virtual reality into STEM education has generated growing interest in how this technology impacts the understanding and application of scientific concepts. This study focuses on investigating this relationship by using the MICMAC technique to identify key variables and their interactions in virtual educational environments. It was found that variables such as the design of educational content, the quality of the virtual experience, and the interactivity of the environment are key to the learning process in STEM. In addition, determinant and autonomous variables were identified, which play fundamental roles in the generation of scientific knowledge for students. These results highlight the relevance of considering various aspects of virtual educational design to improve the effectiveness of learning in STEM. The practical implications of this study are significant for educators and educational program designers, highlighting the need to create immersive, interactive, and collaborative virtual environments to promote better understanding and application of scientific concepts. This study contributes to existing knowledge by providing a deeper understanding of how virtual reality can enhance learning in STEM, and suggests directions for future research in the field.

Unleashing creativity in STEM teacher education through scripting task pedagogy

AbstractThis paper proposes a creative pedagogical approach that aims to foster authentic STEM teacher education through incorporating scriptwriting tasks in science and mathematics courses for future secondary STEM teachers. These tasks invite teachers to create imaginary dialogues addressing specific pedagogical challenges, such as conceptual difficulties, misconceptions, or unexpected questions arising during instruction. We assert that traditional approaches to lesson planning in STEM methods courses do not provide sufficient opportunity for exploring both content and pedagogy and fostering student engagement. Hence, we propose scriptwriting‐based pedagogy as an innovative and creative way of cultivating future STEM teachers' pedagogical content knowledge. This paper showcases three examples of scriptwriting tasks implemented in secondary STEM teacher education. We elucidate the pedagogical opportunities afforded by scriptwriting and underscore its pedagogical potential for STEM teacher education.

STEM leaders promoting resilience within equity-centered K-12 STEM education organizations

IntroductionThis study examines storytelling’s role in supporting organizational resilience for equitable STEM instruction by schools and districts. Within K-12 organizations, some practices may be perceived as mundane, but storytelling supports transformation toward achieving equitable STEM learning opportunities in a school. Therefore, storytelling is a means for achieving organizational resilience.MethodsThrough a comparative case study design, this paper explores challenges identified by educational leaders through focus groups who worked with teams to activate interdisciplinary learning to support thriving STEM programming to enhance equitable science instruction.ResultsWe characterize STEM systems’ social and organizational phenomena from three educational contexts. We start by sharing these systems’ backgrounds and educational goals, with specific attentiveness to their STEM programming. We then share the stories told by their leaders to promote organizational resilience (these characteristics, as previously described, are italicized throughout this section) within each of the given contexts.DiscussionThe STEM stories in this study shared the state of STEM within a school and district, the instructional mission of STEM, and a community STEM story.

The iSTEM Rope Model: defining integrated early childhood STEM education and its pedagogical linages to the Reggio Emilia-Inspired Approach

The iSTEM Rope Model: defining integrated early childhood STEM education and its pedagogical linages to the Reggio Emilia-Inspired Approach

Performance Appraisal Practices and Teacher Performance in Public Secondary Schools in Kenya: A Case of Busia County

Purpose: The purpose of the study was to investigate the relationship between performance appraisal practices and teacher performance in Busia County, Kenya. The Systems theory and the Ability-Motivation-Opportunity (AMO) theory informed this study. Methodology: The study was anchored on a pragmatic paradigm and adopted a mixed methods approach. The study targeted 185 public secondary schools in Busia County. The study categorized respondents into 3 strata: Principals, Mathematics Head of Department (HODs) and County Director of Education (CDE). Simple random sampling was then utilized to select samples from each stratum. Schools were clustered based on 7 Sub- Counties in Busia County. The sample size of the study was 126 HODs, 19 Principals and 1 CDE. Questionnaires and interview schedules were used to collect data. Piloting was conducted in 37 schools to refine instruments. Thematic analysis was applied in the analysis of qualitative data. Data analysis and interpretation was based on descriptive statistics such as frequencies, percentages, mean, standard deviation and inferential statistics such as correlation and regressions. Findings: The findings of the study was that there is a statistically significant relationship between performance appraisal and teacher performance (r = 0.440, p<0.05), hence the study rejected the null hypothesis. The study concluded that a unit improvement in performance appraisal is likely to result to an improvement in the teacher performance by 44% (b = 0.440, t= 0.855, p<0.05). The study holds substantial academic and policy implications. Unique Contribution to Theory, Practice and Policy: The findings contribute to the understanding of the complex relationships between performance appraisal practices and teacher performance. The study provides actionable insights for education managers, empowering them to take strategic measures to address performance gaps and improve teaching standards in the unique setting of public secondary schools in Kenya. By understanding the dynamics between performance appraisal practices and teacher performance, educational institutions can tailor strategies to optimize the effectiveness of their teaching staff in Science, Technology, Engineering and Mathematics STEM subjects.

Predictive models, as an idea, to advance the secondary to tertiary transition in science courses

Investigating the transition between the secondary and the tertiary levels is a main theme in mathematics and science education. More so, this paper considers the transition that intersects with the after-effects of COVID-19, or the transition together with an educational context dominated by sociocultural differences and educational disadvantages. With this knowledge in mind, we investigated the effects of predictive mathematical models (multiple regression, logistic regression, and decision trees) to predict <i>at-risk</i> students at three time intervals (weeks one, three, and seven) in the semester. The idea was implemented with a first-year life science class of 130 students. Variables from an academic readiness questionnaire along with early assessment grades were used to build these models. Through a Monte Carlo cross validation method, the performance of the executed predictive models was assessed, and limitations were reported. We argue that the results obtained from predictive models can support both lecturers and students in the transition phase. The idea can be expanded to other courses in STEM fields and other educational contexts.

Exploring teachers’ epistemological framing through classroom discourse in 6E-STEM classes: From perception to practice

This study investigated teachers’ enactments in 6E-STEM implementation with technology integration. Teachers’ professional development utilized coaching and examining teaching and learning as strategies. Coaches trained three Vietnamese teachers for content, pedagogical content, and technological pedagogical knowledge through intensive STEM curriculum examples. Basic electrical engineering and application of technology for science learning curriculum was designed in 6E instructional model. In addition, CloudClassRoom was integrated with the curriculum to record students’ performance. After coaching, three teachers had practical teaching with 107 students in junior high schools. Each class was implemented in three classes. Examining teaching and learning was conducted to investigate teachers’ epistemological framing in teaching 6E-STEM. Classroom videotapes, and teachers’ responses to interviews were analyzed by NVivo. The key results show that <i>delivering an artifact </i>was a function of teachers’ framings in STEM teaching. However, teachers desired students to provide engineering knowledge, socialize scientific explanations, or develop students’ creativities depending on the individual.

Understanding the perspectives of a teacher educator and pre‐service teachers toward an immersive STEM experience

AbstractThis study explored the nuanced perspectives of a teacher educator and primary pre‐service teachers regarding their participation in an immersive STEM experience. Employing a descriptive case study methodology augmented by storytelling techniques, our study aimed to unravel the complex dynamics inherent in such educational initiatives. Through the lens of figured‐world analysis, we uncovered the tensions and dualities that permeate this immersive learning environment. Our findings revealed a complex interplay of perspectives, highlighting the challenges and opportunities encountered by both educators and learners. By elucidating the nature of their experiences, this research contributes to a deeper understanding of immersive STEM education and offers insights into its effective implementation in initial teacher education programs.