STEM Education Research Articles

Trends and patterns in K-12 computer science education: data analysis from twitter

ABSTRACT K-12 computer science (CS) education has emerged as a vital component of modern education, nurturing computational thinking, problem-solving, and digital literacy. This study examines the K-12 CS education dynamics, emphasizing its impact and implications, particularly in the context of equity. Twitter data from 2017 to 2021 were collected, focusing on English-language tweets within the United States. This collection was completed before Elon Musk’s acquisition of the company and its subsequent rebranding to X. Three keyword sets span CS education, computational thinking – a core competency of CS learners and CS education organizations and conferences. The findings indicate: (1) a significant decrease in tweet volumes for each set of keywords after 2019, (2) the critical role of coding within a broader STEM education framework, and (3) the centrality of students in semantic networks formed by the tweets, highlighting the pertinence of a student-centered learning strategy in K-12 CS education. To ensure equitable access and opportunities, K-12 CS education in a broader STEM ecosystem should adopt student-centered learning, with teachers facilitating coding, programming, and technology education. These insights inform educators, policymakers, and researchers about K-12 CS education’s significance in preparing students for the future, with a strong emphasis on equity and inclusion.

The Effectiveness of 6E Learning by Design™ Approach in Enhancing High School Physics Education on Students' STEM Literacy and Motivation towards STEM Fields

The Effectiveness of 6E Learning by Design™ Approach in Enhancing High School Physics Education on Students' STEM Literacy and Motivation towards STEM Fields

AI Application in Secondary School STEM Education

This article provides a literature review to understand the application of AI in STEM, including the research methods, tools, subjects, ethics, etc. Pay attention to the process of cultivating students' technical skills, core technical literacy, curriculum reform in technical education, and relevant international comparisons. Artificial Intelligence in Education (AIEd) primarily focuses on the development of "computers that perform cognitive tasks," typically related to the human brain, particularly in learning and problem-solving. Applications and tools driven by artificial intelligence technology, such as intelligent robots and adaptive learning systems, are increasingly being utilized by educators and learners in K-12 and university environments. Artificial intelligence technology provides learners with the opportunity to achieve personalized learning to meet their individual needs.

Secondary School Students' STEM Education Anxiety: The Role of Teachers’ Teaching Self-Efficacy Beliefs and Outcome Expectancy Beliefs

Secondary School Students' STEM Education Anxiety: The Role of Teachers’ Teaching Self-Efficacy Beliefs and Outcome Expectancy Beliefs

A cross-specialization study of pre-service teachers’ perception of STEM education

ABSTRACT This article investigates STEM education perceptions among pre-service teachers from various specialties at a pedagogical university in Ukraine, highlighting its role in addressing socio-economic and environmental challenges of the country. The study aims to understand how pre-service teachers from various specialties view the integration of STEM into their professional activity. Key findings indicate that while there is a general positive attitude towards STEM education, significant variations exist across different specialties. Pre-service teachers of the ‘Science’ and ‘Early Childhood and Primary Education’ categories demonstrate higher engagement with STEM-oriented tasks compared to those in the ‘Arts and Humanities’ and ‘Social Sciences’ categories. The research reveals a gap in pre-service teachers’ understanding of STEM's interdisciplinary nature, often associating it primarily with technological innovations. The study identifies several barriers to the effective implementation of STEM education, including limited resources, insufficient knowledge of teachers, and a lack of appropriate teaching materials. To address these challenges, the article suggests enhancing STEM courses, providing professional development for teachers, and fostering collaboration with industry. Overall, the research underscores the importance of aligning STEM education with the needs and perceptions of pre-service teachers, emphasising its role in developing critical skills for future educators and contributing to Ukraine's recovery.

Integrasi Pendekatan STEM dalam Pembelajaran IPA untuk Mengembangkan Kreativitas dan Pemecahan Masalah Siswa di SMPN 1 Cigombong

This study aims to analyze the effect of integrating the STEM (Science, Technology, Engineering, Mathematics) approach in science education on students' creativity and problem-solving abilities at SMPN 1 Cigombong. The STEM approach was implemented to provide an integrated learning experience, allowing students to connect science concepts with technology, engineering, and mathematics. The research method used is classroom action research (CAR), conducted in two cycles, with observation, tests, and interviews as instruments for data collection. The results showed that the implementation of the STEM approach improved students' creativity and problem-solving skills, as well as facilitated students in applying science concepts in daily life. Furthermore, students also demonstrated an increase in collaboration and communication skills. These findings contribute to the development of more relevant learning methods that meet the demands of 21st-century education in secondary schools.

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Examination of Gender Performance in Physics in Mankranso Senior High School

Despite ongoing efforts to promote inclusivity in science education, the persistent gender gap in physics remains a pressing concern. This study investigated potential gender differences in physics performance among senior high school students at Mankranso Senior High School in Ghana. A descriptive survey design was employed, utilizing student physics test scores from a stratified random sample (N = 111; 79 males, 32 females) from a population of 184 students. Descriptive statistics and inferential statistical tests were used to analyse the data. Descriptive statistics revealed a slightly higher mean score for females (M = 43.65, SD = 21.78) compared to males (M = 39.39, SD = 21.15). However, a two-sample t- test (t = - 0.721, df = 56, p = 0.474) showed no statistically significant difference in mean physics test scores between male and female students. Levene’s test for equality of variances (F = 0.210, p = 0.649) confirmed that the variability of scores was not significantly different between genders. The following conclusion was made, while females have a slightly higher average score (42.31) compared to males (41.29), the difference is not statistically significant. The study emphasizes the importance of creating equitable learning environments, focusing on individual student needs, and promoting inclusive practices that encourage all students to thrive in STEM fields. The following recommendations was made; be aware of potential unconscious biases that might impact how you interact with or perceive students of different genders. Offer students opportunities for enrichment, advanced coursework, or participation in science competitions. Further investigation and consideration of other potential factors influencing performance is recommended to gain a more comprehensive understanding.

Impact of stem education in overcoming poverty

Poverty in general is a state in which one lacks financial resources and essentials. Modern-day poverty is understood as a complex, multi-dimensional set of issues, introducing it in a relative manner rather than a single idea. Intellectual and ethical poverty are the two main types of poverty that are related to education, and both could be overcome by education. Mainly, intellectual poverty could be overcome by providing access to knowledge, critical thinking skills, information, and technology, while ethical poverty could be overcome mainly by social development and commitment of individuals. STEM is a teaching and learning process that combines Science, Technology, Engineering, and Mathematics and STEAM is the recent inclusion of Arts. STEM education provides opportunities for students to enhance problem-solving skills, and to become innovators, critical thinkers, and technologically literate. This study identified the definition of poverty in general and the definition of STEM education. It also identified the STEM education systems in the world and in Sri Lanka, and the methods involved in overcoming poverty through STEM education in Sri Lanka, by investigating and reviewing literature, acquiring information from specialists in the field. In Sri Lanka, industries, Research and Development (R&D), farmers, and Small and Medium Enterprises (SMEs) could be empowered with STEM education. As a result, Sri Lanka will be able to come out of the poverty cycle by increasing its purchasing power. This will lead to the socio-economic stability of the country making it move forward as a nation with sustained health, wealth, and happiness among Sri Lankans.

Psychological dynamics of overqualification: career anxiety and decision commitment in STEM

Women’s career progression and empowerment in STEM (science, technology, engineering, and mathematics) sectors are critical to attaining SDG 5: Gender Equality because they promote equal access to education, job prospects, and leadership roles, building a more inclusive and equitable society. The purpose of this study is to look into the impact of perceived overqualification (POQ) on career anxiety and career decidedness (CD) among women in STEM disciplines while also considering the function of career identity (CI) and leadership support. With a total sample size of 1,045 participants, two distinct investigations were conducted, one in the educational field (N = 530) and one in an industry setting (N = 515 time-lag). To test the model, the analysis was carried out using the AMOS-24 software program. Our findings show a favorable association between women’s perceptions of overqualification in STEM and their CI. Furthermore, our research shows that a stronger CI among women in STEM corresponds to decreased career anxiety and increased CD. Additionally, we find that a CI is a mediator between POQ and both career anxiety and CD. Our findings also highlight the moderating effect of leadership support in this mediation process. We discuss the theoretical and practical ramifications of these findings.

A design framework for educational escape rooms in STEM: CREATE

ABSTRACT Background: As STEM education evolves, there is an increasing demand for innovative pedagogical tools that not only engage students but also enhance their learning experiences. Educational escape rooms (EERs) have shown promise in meeting these demands by combining enjoyment with effective educational strategies. Purpose: This paper introduces the CREATE framework, a novel approach designed specifically for developing EERs in STEM education. The framework aims to integrate core pedagogical principles with the engaging mechanics of escape rooms to enrich learning outcomes. Sample: While this paper does not focus on a specific sample in empirical research, it addresses the broader academic community involved in STEM education, including educators, curriculum designers, and educational researchers. Design and Methods: The CREATE framework is described through its six key components: Content Integration, Real-world Engagement, Educational Alignment, Adaptability and Accessibility, Teamwork and Communication, and Evaluation and Feedback. Each component is supported by relevant educational theories which guide the design and implementation, ensuring the EERs align with educational standards and learning objectives in STEM. Results: The framework was conceptualised to facilitate the creation of EERs that are theoretically sound and pedagogically effective. The paper provides a theoretical basis and design methodology expected to enhance the educational impact of escape rooms. Conclusion: The CREATE framework offers a scalable and theory-based approach to enhance STEM education through EERs. It holds significant potential for educators seeking to innovate and improve student engagement and learning outcomes. Future research should focus on empirical validation of the framework across various educational settings to substantiate its effectiveness and adaptability.

Bridging Local Innovations and Global Challenges in STEM Education

The November 2024 edition of the International Journal of Research in STEM Education (IJRSE) presents a curated collection of eight articles that explore the dynamic intersection of local innovations and global challenges within STEM education. This issue features contributions from 12 universities located across five countries and spanning three continents, illustrating the global scope and diverse perspectives that inform current STEM educational practices. The articles delve into various themes, including the effective integration of indigenous knowledge systems alongside modern educational techniques, the implementation of cutting-edge pedagogical strategies, and the crucial importance of fostering inclusivity and accessibility within STEM fields. Through a detailed examination of these topics, this issue not only highlights the unique contributions of different educational contexts but also underscores the universal challenges and opportunities that shape STEM education in today's interconnected world.

Integrating Learning Analytics, AI, and STEM Education:

This paper presents a comprehensive review of the integration of Learning Analytics (LA), Artificial Intelligence (AI), and STEM education within classroom settings, aimed at enhancing educational outcomes. By examining the synergistic effects and interactions among LA, AI, and STEM disciplines, this review highlights how these technologies can collectively transform educational practices. It discusses the potential of LA and AI to personalize learning experiences, thereby improving engagement and academic success in STEM subjects. The paper also explores various case studies and success stories, illustrating practical implementations and the significant impact these technologies have made in schools. Additionally, it addresses the challenges and considerations related to the ethical use of AI and data privacy, providing insights into how educators and policymakers can navigate these issues. Overall, this review underscores the critical role of technology in shaping the future of education by fostering more adaptive and inclusive learning environments.

Tracing the evolution of STEM education: a bibliometric analysis

Tracing the evolution of STEM education: a bibliometric analysis

STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs

STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs

Teachers’ perceptions of integrative STEM education in life sciences classrooms

The purpose of this study was to explore teachers’ perceptions of integrative STEM (science, technology, engineering, and mathematics) education within life sciences classrooms. To achieve this, a case study design was employed, involving three teachers from a single district in South Africa. The data collection methods included face-to-face interviews, analysis of lesson plans, and document examination. The collected data was then analyzed using thematic analysis. The study’s findings shed light on the existing challenges concerning the understanding and implementation of STEM education in life sciences classrooms. The teachers demonstrated limited understanding of STEM integration, mainly through the utilization of models. However, the predominant approach observed was traditional teacher-centered methods, which hindered the promotion of critical thinking among students. As a result, this study emphasizes the need for practical implications in terms of teacher professional development. It highlights the importance of higher education training institutions providing ample opportunities for teachers to enhance their ability to effectively implement integrated STEM education in their classrooms. By addressing these issues, educators can create more engaging and stimulating learning experiences that encourage critical thinking and foster a deeper understanding of STEM concepts among students.

Based on Productive Failure Theory Apply in STEM Learning

From the perspective of existing research results, the application of effective failure theory in education has been proven to promote students' conceptual understanding, transfer, and problem-solving abilities. In terms of the scope of research implementation, most studies have focused on single disciplinary approaches to solving fixed answers, with little in-depth research in interdisciplinary fields, especially STEM education. Kapur's four student behaviors need to be adapted and improved to facilitate teachers to construct frameworks more accurately.

University-related Factors influencing Technological Entrepreneurial Intentions of Science, Technology, Engineering and Mathematics (STEM) Students: A Comparative Study of Private and Public Universities

This study aims to establish university-related factors that influence the formation of technological entrepreneurial intentions (TEIs) among STEM students in Zambia. The article extends the Ajzen Theory of Planned Behavior (TPB) model by including environmental factors that were tested using a comparative study of public and private students, with quantitative data obtained from a sample of 400 STEM students and analyzed using structural equation Modelling (SEM). This paper contributes to emerging literature on TEIs by incorporating environmental variables into the TPB model to explain the formation of STEM students' TEIs. This study provides insights into the significance of pressure from friends, family and other networks and positive perception of technological entrepreneurial activities on the formation of TEIs in students. To the best of our knowledge, this is the first study to utilize the extended TPB on STEM Students in Zambia. This research also contributes to the existing literature on technopreneurship by comparing the formation of TEIs of STEM students in private and public universities. The findings suggest that attitudes towards entrepreneurship (ATE), subjective norms (SN) and perceived behavioral control (PBC) have a direct impact on TEIs for private university students and ATE and PBC for public university students. University support (US) influences TEIs through (SN) for both private and public university students. Additionally, the university environment affects TEIs through three antecedents (ATE, SN and PBC) for private university students, while teaching methods (TM) show no association with TEIs.

Examining the effect of AI-powered virtual-human training on STEM majors’ self-regulated learning behavior

IntroductionStudents pursuing science, technology, engineering, and math (STEM) majors often struggle with essential skills critical to their academic success and future careers. Traditional self-regulated learning (SRL) training programs, while effective, require significant time investments from both students and instructors, limiting their feasibility in large lecture-based STEM courses.MethodsThis study investigates whether completion of three AI-powered virtual-human training modules—focused on planning, self-monitoring, and reflection—leads to increased use of corresponding MS Planner tools among STEM majors compared to a control group.ResultsResults indicate that students who did not complete the first two training modules were less likely to use MS Planner features for planning and self-monitoring; however, the reflection module did not yield comparable results.DiscussionThese findings highlight the potential of AI-powered virtual-human training as a scalable solution to enhance desirable learning behaviors among STEM majors, particularly in large and diverse classrooms. This research contributes to the understanding of effective interventions for fostering SRL behaviors in STEM education and suggests avenues for future refinement and implementation of digital training tools.

Effectiveness of the Gamification Method in the Process of Phenomenon-Based Learning in Secondary School (In the Example of Kazakhstan)

In today's educational environment, it is essential to introduce innovative methods to increase students' activity and improve learning results. In this study, a detailed examination of domestic and foreign literature is conducted to analyze gamification's effectiveness and specific aspects in various educational settings. The main goal of the study is to evaluate the effectiveness of gamification in the educational system of Kazakhstan, paying special attention to the use of gamification in teaching physics. To achieve this goal, mixed methods were used, including qualitative and quantitative analysis. The survey involved 59 randomly selected students of 8 and 10 grades of general education schools in Kazakhstan and studied a set of tasks related to the game in the classroom. The results of the survey showed that gamification is accepted as an effective method in the teaching of physics in the Kazakhstan education system. Pupils' attitudes towards game-based learning were positive, indicating an improvement in their motivation and engagement levels, as well as an improvement in their understanding of physics. To increase student engagement in STEM subjects, educators should consider incorporating gamification into the curriculum.