STEM Education Research Articles

Analysis of Spatial Skills Impact of Science, Technology, Engineering, And Mathematics (STEM) Approach in Cartography Learning

The independent campus curriculum is an effort to increase competition in the 21st century, which requires competent human resources in the fields of science, technology, engineering and mathematics (STEM). STEM learning responds to the need to increase students' interest and skills in these areas. This study aims to determine the effect of using the STEM approach on spatial thinking skills in cartography learning. This research uses a quasi-experimental method with a one-group pretest-posttest Design, conducted in a single experimental class without a control class. Subjects were selected by random sampling through drawing lots, focusing on 5th-semester B students. Data were analysed using a t-test with paired samples T-Test. The results showed a sig value. (2-tailed) of 0.000, which is smaller than the significance value of 0.05. Therefore, H0 is rejected, and Hₐ is accepted. To conclude, there is an increase in the average pretest and posttest after learning using the STEM approach, indicating that the STEM approach positively affects spatial thinking skills. Each stage of the STEM approach affects the students' spatial abilities. The science stages develop spatial abilities in the form of spatial interaction. The technology stages enhance the ability to apply applications and scale on maps. The engineering stage fosters analytical, representative and comprehensive skills. The math stage improves the ability to calculate scale and its application in everyday life.Keywords: spatial skills, STEM, cartography

Implementation of Project-Based Learning Through the STEM (Science, Technology, Engineering and Math)

Implementation of Project-Based Learning Through the STEM (Science, Technology, Engineering and Math)

Inadequate mentoring in undergraduate research experiences: Exploring protective factors.

This study examines instances of negative mentoring among undergraduate researchers within STEM education, and specifically, the common yet subtle issue of inadequate mentoring characterized by a faculty mentor's failure to provide their mentee with adequate research, educational, career-related, or emotional support. Using data from the Mentor-Relate survey of 514 participants in the National Science Foundation Research Experiences for Undergraduates program, we identify prevalent patterns of inadequate mentoring and examine protective factors against it. Results indicate that inadequate research support is the least prevalent form, while inadequate educational and career guidance is more common, and inadequate emotional support is the most prevalent. Enhanced faculty mentoring skills emerge as a protective factor, with culturally responsive mentoring and gender concordance also playing significant protective roles. Less hierarchical mentoring structures, such as multiple faculty mentors, offer better emotional support. These findings underscore the importance of comprehensive mentor training and culturally sensitive practices to mitigate inadequate mentoring in undergraduate research experiences. By promoting inclusive and supportive mentoring environments, institutions can maximize the transformative potential of undergraduate research experiences for all participants.

An Empirical Study on Learning by Making as a STEM Pedagogy: The Case of Iot Module in Gyalpozhing College of Information Technology (GCIT)

An Empirical Study on Learning by Making as a STEM Pedagogy: The Case of Iot Module in Gyalpozhing College of Information Technology (GCIT)

Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted as general measures of performance-related self-beliefs. Still, due to the contextualized nature of TPACK and potential biases, their use as proxies for actual knowledge has been criticized. Self-reports may be especially gender biased as women often underestimate their performance in STEM subjects. Drawing on a sample of N = 161 mathematics in-service and pre-service teachers, we aim to analyze (i) the structure of the self-reported knowledge and (ii) the relationship between self-reported and contextualized actual knowledge. To this end, we used general TPACK self-reports and a test instrument that infers the amount of knowledge separately for each dimension from performance over multiple authentic demands that teachers encounter teaching secondary school mathematics. The current study shows that the TPACK self-beliefs can be separated and measured reliably. Although all self-beliefs show bivariate relations to corresponding actual knowledge dimensions, this changes for PCK and TPCK self-beliefs when other actual knowledge dimensions are controlled. We interpret these findings that TCK self-belief and to a lesser degree CK self-belief seem to be calibrated according to corresponding actual knowledge, while PCK and TPCK self-beliefs are primarily calibrated according to non-pedagogy-related actual knowledge. Lastly, we do not find gender biases, but a small gender effect with lower actual and self-reported knowledge for female teachers over all dimensions.

REMODELLING EDUCATION FOR STUDENTS IN NIGERIA BY PROVIDING RELEVANT SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS LEARNING (STEM).

Over the past thirty years, it is evident that there has been little change in the methodology of teaching Science, Technology, Engineering, And Mathematics (STEM) in Nigeria. Consequently, Nigerian students have lagged, encountering difficulties in science and math proficiency. Despite national reform initiatives aimed at enhancing the situation, the absence of uniformity and a unified effort has resulted in negligible alterations in instructional methods. This research examined data from student and teacher programs conducted by State Universal Basic Education Board (SUBEB). The focus was on two programs implemented over a two-year period: STEM Bootcamps for children and Teacher training initiatives. The results indicated that these programs successfully enhanced learning and forged a robust link to the real world. Even though it was their initial encounter with STEM pedagogy, both educators and students recognized its worth and found it advantageous in grasping the concepts addressed during the programs. These favorable outcomes sparked conversations about expanding the pilot programs and considering the ramifications for policy and future research.

Examining Black girls’ mathematics and science dispositions using large-scale assessment and survey data: A QuantCrit framework

Early exposure to mathematics and science is vital for fostering interest in STEM. However, gender and racial inequities are embedded barriers within education systems, particularly affecting young Black girls. This study draws from a QuantCrit framework, combining advanced statistical methods and Critical Race Theory (CRT) to explore Black girls’ mathematics and science dispositions. Latent Profile Analysis is used to explore unique, characterized groups of Black girls based on their confidence, interest, value, and motivation toward STEM topics. Each profile is examined with distal achievement outcomes and opportunity-to-learn factors. Implications of this race-focused work are discussed.

Technological support for lifelong learning: The application of a multilevel, person-centric framework

21st century career development is increasingly characterized by recurring participation in work-related skill learning, much of which is mediated by technology. However, integration of this technology into work-related lifelong learning contexts has been relatively atheoretical and non-systematic. Building on interdisciplinary adult learning research and our findings from several studies on an online graduate degree program in a high demand STEM field, we propose a multilevel, person-centric framework of adult learning processes related to: (1) knowledge and skill acquisition, (2) the development and maintenance of motivation and wellbeing over time, and (3) transfer of learning to career-related goals. For each level of the framework, we discuss issues related to the measurement and evaluation of learning. We outline affordances (i.e., functional benefits) of technology (including artificial intelligence) for supporting career-related learning at each level, and present future directions related to major gaps in the field's understanding of these affordances. Throughout the final section, we illustrate the implications of our framework with examples of its use in a research institute focused on AI adult learning technologies. Finally, we present guiding questions for researchers and practitioners interested in technology-mediated career-related learning.

STEM Teachers’ Motivation and Engagement in Teacher Professional Development and Career Advancement: A Case Study of Lithuania

The demand for science, technology, engineering, and mathematics (STEM) skills has been consistently increasing due to technological advancements and globalization, making STEM education and teacher training a critical priority. Although many national and international initiatives have been implemented to strengthen STEM education and raise the attractiveness of the teaching profession, a shortage of teachers in general, and STEM teachers in particular, is still evident across Europe. This study aimed to identify factors contributing to attracting existing and potential teachers to careers in STEM education. Qualitative research methods were employed to study teachers’ perceived motivation, challenges, and suggestions regarding STEM teachers’ careers, competence, and collaboration development. The study revealed that the practical application of competence development initiatives significantly motivates STEM teachers, emphasizing the importance of aligning professional development with classroom implementation. These results emphasize the importance of prioritizing practical, classroom-oriented professional development and fostering a culture of collaboration in educational institutions.

The Influence of Environmental Factors on Photosynthesis - Learning Design and Assessment Plan for a STEM Curriculum

There has been a lot of attention on STEM education, but there is less STEM curriculum for teachers to have a reference point in China. The article proposes a short STEM curriculum for use by teachers in the teaching of the STEM curriculum. The curriculum is for 10th graders. Biology is the main subject integrated with mathematics and chemistry. The article shows specific course content, including 3 different experiments. Experiments in which students participate independently are more likely to sharpen their thinking. Inquiry-based learning is adopted as the educational approach, through which students can discover new causal relationships because students formulate hypotheses and test them by conducting experiments and observations. Additionally inquiry-based learning encourages students to think logically, critically, and analytically, which is helpful in increasing students’ critical thinking. Critical thinking is reasonable and reflective thinking focused on what to believe or do. Students with critical thinking skills can achieve incredible learning outcomes because they can consciously control their goals and attention. There are six dimensions of critical thinking, based on the assignment—experimental report, analysis dimension and explanation dimension will be assessed.

Attracting a new generation to materials science

Abstract ASM International, an organization like DGM, has more than 15,000 members worldwide. The society was founded in 1913 as the Steel Treaters Club in Detroit. Their headquarters have been in the Cleveland, Ohio, area since 1920. ASM International has 6 Affiliate Societies including the International Metallographic Society. In 1952 the need for a focused effort in education in Material Science was recognized and the ASM Materials Education Foundation (ASM Foundation) was established. Their mission is as follows: develop and deploy materials science content and hands-on, minds-on instructional strategies to inspire, engage, and empower future generations to create STEM (Science, Technology, Engineering, Mathematics) solutions for 21st century challenges. The ASM Foundation has developed a multiprong approach to fulfil this mission and to draw young people to the field of materials science. Materials Camps for Students Teacher Education and Empowerment Mini Camps During Conferences Expansion of Camps to Europe, India and Beyond In addition, the ASM Foundation awards scholarships to undergraduate and community college students in materials science.

Fostering STEM Education in Primary Schools: A Review of strategies for enhancing science skills, design thinking, and inquiry-based learning

This systematic literature review investigates strategies and findings to enhance science process skills, design thinking, and inquiry-based learning in primary education. By analyzing 9 Web of Science and Scopus databases articles, the review identifies successful pedagogical approaches, the role of technology-rich environments and scaffolding strategies, and the impact of individual differences in developing these skills. The results highlight the effectiveness of innovative pedagogy, technology-rich environments, scaffolding, and differentiated instruction. However, the review also reveals research gaps, such as the need for long-term studies, exploring the effectiveness of technology-rich environments and scaffolding strategies in the leading science program, and assessing differentiated teaching and guidance strategies.

Effectiveness of Middle School STEM Career Education for STEM Knowledge, Efficacy, and Interest

The purpose of this study was to test STEM career interventions through a theoretically integrated STEM Career Education (SCE) Module. The effectiveness of SC education was tested on STEM Career (SC) interests, self-efficacy, and knowledge of students from two middle schools. The sample included middle school students from two private schools (N=33) in Islamabad, Pakistan. By using a mixed-method sequential explanatory research design, quantitative data were obtained before and after the intervention while qualitative focus group discussions were conducted post-intervention. A significant increase in SC interest, self-efficacy, and knowledge after participating in the SCs Program is reported, even after statistically controlling key variables. The training seems to be more effective for those with low SC knowledge. Findings indicate a need for robust interventions to target math self-efficacy. Results provide further directions for effective STEM interventions. By pinpointing limitations and future directions, this pilot study contributes to STEM education in Pakistan and provides a model of CE for other countries.

Examining the minimal combined effects of gender and minoritized racial/ethnic identity among academic entrepreneurs

PurposeThis study examined differences related to gender and racial/ethnic identity among academic researchers participating in the National Science Foundation’s “Innovation-Corps” (NSF I-Corps) entrepreneurship training program. Drawing from prior research in the fields of technology entrepreneurship and science, technology, engineering and mathematics (STEM) education, this study addresses the goal of broadening participation in academic entrepreneurship.Design/methodology/approachUsing ANOVA and MANOVA analyses, we tested for differences by gender and minoritized racial/ethnic identity for four variables considered pertinent to successful program outcomes: (1) prior entrepreneurial experience, (2) perceptions of instructional climate, (3) quality of project team interactions and (4) future entrepreneurial intention. The sample includes faculty (n = 434) and graduate students (n = 406) who completed pre- and post-course surveys related to a seven-week nationwide training program.FindingsThe findings show that group differences based on minoritized racial/ethnic identity compared with majority group identity were largely not evident. Previous research findings were replicated for only one variable, indicating that women report lower amounts of total prior entrepreneurial experience than men, but no gender differences were found for other study variables.Originality/valueOur analyses respond to repeated calls for research in the fields of entrepreneurship and STEM education to simultaneously examine intersecting minoritized and/or under-represented social identities to inform recruitment and retention efforts. The unique and large I-Corps national dataset offered the statistical power to quantitatively test for differences between identity groups. We discuss the implications of the inconsistencies in our analyses with prior findings, such as the need to consider selection bias.

Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces

Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces.

Promoting public engagement in interdisciplinary biological systems education by leveraging American sports-inspired bracket contests on social media and web.

The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

Breaking barriers: female and Hispanic undergraduate students experience gains in self-confidence and tolerance for obstacles during a sustainability-centered internship program in the USA

AbstractPrevious research has shown that female and Hispanic students who are underrepresented in science, technology, engineering and mathematics (STEM) face more educational barriers than their non-Hispanic, male peers. However, little research has been conducted on the effects of intersectional identities in the STEM space. In an effort to bridge the gap in underrepresented students' experience, the PSEG Institute for Sustainability Studies organizes a paid, interdisciplinary, team-based, experiential learning and internship program called the Green Teams that occurs during 10 weeks of the summer. The Green Teams Program strives to provide undergraduate students from all backgrounds–academically, economically, and demographically–an opportunity to develop their abilities in STEM fields and prepare them to enter the professional world. Based upon a survey given post-internship, self-reported learning gains for all students were analyzed to determine if the program had a significantly greater impact on students who are from groups traditionally underrepresented in STEM in their STEM-related learning gains and their confidence in STEM disciplines. Through t-tests, a Principal Component Analysis (PCA), and a 2-way factorial Analysis of Variance (ANOVA), Hispanic and female participants were found to report significantly higher learning gains than their counterparts in multiple STEM areas from increased tolerance for obstacles to gains in self confidence. The results of the study suggest Hispanic and female students benefit from paid work experiences in STEM with diverse peers and intentional, supportive mentoring. This research on the Green Teams Program provides insight into how this approach positively impacts STEM education of individuals from traditionally underrepresented groups in STEM. The findings may help to further guide the development of the Green Teams Program and the adoption of paid, interdisciplinary, team-based, experiential learning and internship experiences in additional academic STEM settings.

Augmented reality's impact on STEM learning

Introduction: Augmented Reality (AR) is an emerging technology with potential to enhance STEM (Science, Technology, Engineering, and Mathematics) education. This study investigates the impact of implementing AR in STEM learning. Objectives: To evaluate the effectiveness of AR in enhancing students' motivation, understanding, academic performance, and problem-solving abilities in STEM disciplines. Methods: A mixed methods approach with a quasi-experimental design was employed. The study involved 180 university students and 12 STEM instructors from various programs. Data collection methods included standardized tests, questionnaires, interviews, observations, and artifact analysis. Results: The AR group showed significant improvements in academic performance, motivation, and attitudes toward STEM subjects compared to the control group. Qualitative data supported AR's potential to create more engaging and interactive learning experiences. Students reported better understanding of complex concepts and increased interest in STEM fields. Conclusions: Integrating AR in STEM education can enhance academic performance, motivation, attitudes, and comprehension of complex concepts. These findings support the importance of exploring and implementing AR technology in STEM educational settings to improve learning outcomes and foster student engagement.

Research on STEM in Early Childhood Education from 1992 to 2022: A Bibliometric Analysis from the Web of Science Database

<p style="text-align:justify">STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.</p>

From Early Interest to Career Persistence: Understanding and Supporting STEM Pathways

Knowledge, competencies, and reflective attitudes regarding STEM (science, technology, engineering, and mathematics) are essential for navigating global and societal changes in the economy and workforce [...]