School STEM Research Articles

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

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

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

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

From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Quality science education is crucial in preparing students for real-world challenges by fostering scientific literacy and critical thinking skills. Field trips and work immersion programs support this goal by providing hands-on experiences and real-world applications of scientific concepts, thereby enhancing student engagement and understanding. This autoethnographic study explores the management of school field trips and work immersion programs, emphasising their impact on student engagement and learning outcomes. Through personal experiences and reflective practices, I examine the logistical planning, risk management, and curriculum alignment necessary for successful implementation. The findings highlight how these programs enhance students’ understanding of scientific principles, foster critical thinking, and encourage STEM career interests. Key strategies include collaborative planning, flexibility, and ongoing evaluation, providing insights into optimising educational programs and bridging the gap between classroom learning and real-world application.

Active Learning Pedagogies in High School and Undergraduate STEM Education

Active learning (AL) typically involves (1) students applying knowledge and higher-order thinking (2) individually and in groups to (3) problems, cases, scenarios, or questions while (4) reflecting on their learning [...]

Characterizing teacher support of debugging with physical computing: Debugging pedagogies in practice

Objectives . Physical computing systems are increasingly being integrated into secondary school science and STEM instruction, yet little is known about how teachers, especially those with little background and experience in computing, help students during the inevitable debugging moments that arise. In this paper, we describe a framework, comprising two dimensions, for characterizing how teachers support students as they debug a physical computing system called the Data Sensor Hub (DaSH). The DaSH enables students to program sensors to measure, analyze, and visualize data as they engage in science inquiry activities. Participants . Five secondary school teachers implemented an inquiry-oriented instructional unit designed to introduce students to working with the DaSH as a tool for scientific inquiry. Study Method . Findings drew on video analysis of the teachers’ classroom implementations of the unit. A review of the data corpus led to the selection of 23 moments where the teachers supported an individual or small groups of students engaged in debugging. These moments were analyzed using a grounded perspective based on Interaction Analysis to characterize the teachers' varied interactional approaches. Findings . Our analysis revealed how teachers’ moves during debugging moments fell along two dimensions. The first dimension characterizes teachers’ positioning during the debugging interactions, ranging from a positioning for teacher understanding to a positioning for student understanding of the bug. The second dimension characterizes the inquiry orientation of the teachers’ questions and guidance, ranging from focusing on the debugging process to focusing on the product – or fixing the bug. Further, teachers’ moves often fell along different points on these dimensions in any given interaction given nuances in the instructional context. Conclusions . The framework offers a first step towards characterizing teachers’ debugging pedagogy as they support students during debugging moments. It also calls attention to how teachers do not necessarily need to be programming experts to effectively help students learn independent and generalizable debugging strategies. Further, it illustrates the variety of expertise that teachers can bring to debugging moments to support students learning to debug. Finally, the framework provides implications for the design of professional learning and supports for teachers as they increasingly are asked to support students in computing – and debugging – activities across a range of disciplines.

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.

Determinants of high school STEM teachers’ attitudes toward online education

Determinants of high school STEM teachers’ attitudes toward online education

Contextual considerations in TPACK: Collaborative processes in initial teacher education

The importance of educational technologies continues to be revealed in contemporary classrooms and has consequently resulted in calls for those in initial teacher education programs to engage with contexts in which they can develop and demonstrate their technological, pedagogical and content knowledge (TPACK). Despite TPACK being one of the world's most frequently used frameworks for understanding teachers’ technology integration (Hew et al., 2019; Niederhauser & Lindström, 2018), conceptualisations of the contexts in which pre-service teachers develop and demonstrate their TPACK are often confined to physical locations (Phillips et al., 2016; Phillips, 2016b; Rosenberg & Koehler, 2015). This research takes a broader consideration of ‘context’ through explorations of empirical data from a study of Australian pre-service teachers (PSTs) collaboratively planning, delivering and reflecting on team-taught, online, high school STEM classes in an attempt to answer the research question driving this research: What contextually situated learning process shape pre-service teachers’ TPACK development? Data from a series of semi-structured interviews revealed changes in the ways in which pre-service teachers conceptualised their TPACK. More importantly, this study found that the situated learning processes of induction, transferability, positive interdependence, synchronicity, and negotiability (Johnson and Johnson, 1994; Dillenbourg, 1999) were particularly important in explaining how participants understood and explained their TPACK acquisition and enactment. This research also highlights the importance of intentional design decisions by teacher educators to consider broader conceptualisations of ‘contexts’ which illustrate the importance of situated and collaborative learning opportunities to shape pre-service teachers TPACK. Importantly, these designs in this setting also empowered pre-service teachers to take risks with their praxis as they reported a feeling of emotional safety when teaching with a liminal peer. Consequently, the power of collaborative processes and interactions were revealed as new contextual considerations in the TPACK framework.

STEMbot: An open source-based robotic kit as a middle school STEM education interest catalyst

STEMbot: An open source-based robotic kit as a middle school STEM education interest catalyst

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.

The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study.

In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.

The impact of 4th grade students’ learning about magnetism through STEM activities on success, 21st century skills, and perspectives

ABSTRACT Background STEM is an interdisciplinary holistic approach that combines the fields of technology and engineering in science and mathematics disciplines. STEM contributes to students’ academic success, 21st century skills, and perspectives towards science. The scarcity of international studies focusing on the implementation of STEM in primary schools, particularly in the Turkish educational context, raises concerns about the contribution and challenges associated with this approach. The lack of research in this area inhibits a comprehensive understanding of the barriers hindering successful STEM integration in Turkish primary education. Purpose The purpose of this study is to see how 4th grade students’ success, 21st century skills, and perspectives about the lesson are affected by learning about magnetism through STEM activities. Sample The research group consists of 48 students from two classes in the fourth grade at a primary school in the district centre of a city in the Central Black Sea Region in Türkiye. Design and Method A quasi-experimental design with a pre-test - post-test control group was used in this study. The Magnetism Achievement Test and the 21st Century Learning and Renewal Skills Scale were used to collect data for the study. Furthermore, clinical interviews were conducted to ascertain the students’ perspectives on the course. Results and Conclusion The study found that student success was higher in the experimental group, where lessons were taught with STEM activities, than in the control group. Therefore, it was found that students learned the subject of magnetism better with STEM-based activities. The experimental group’s students’ 21st century skills improved as well at the end of the implementation. The experimental group students, who were taught STEM activities, were found to have positive perspectives toward the lesson. In conclusion, integrating STEM activities into teaching practices appears to enhance student learning outcomes and foster the development of 21st century skills. Educators are encouraged to incorporate such activities into their curriculum to promote engagement and deeper understanding of subject matter.

Examining the influencing factors of elementary and high school STEM teachers’ self-efficacy: a meta-analysis

The meta-analysis study aimed to investigate the impact of Science, Technology, Engineering, and Mathematics (STEM) education on the elementary and high school teachers’ self-efficacy. By analyzing 20 studies (N = 1,964) published between 2007 and 2022, we explored the effect size of STEM education on teachers’ self-efficacy and examined the potential moderating variables. The results of the study indicate that compared to non-STEM education and other educational models, STEM education has a significantly positive impact on the self-efficacy of elementary and high school teachers. This means that through receiving STEM education, teachers become more confident and capable in teaching STEM subjects. This finding is of great importance in improving teachers’ instructional effectiveness and students’ learning outcomes. Additionally, we examined several moderating variables, including sample size, control treatments, subject, educational levels, countries, and questionnaire measurements. The analysis of these moderating variables revealed differences in their impact on the relationship between STEM education and teachers’ self-efficacy. This provides valuable information for future research and offers guidance for designing and implementing STEM education programs and interventions. Therefore, the findings of this meta-analysis study emphasize the positive impact of STEM education on the elementary and high school teachers’ self-efficacy. It provides important guidance for educational policymakers and practitioners to promote the development of STEM education and enhance teachers’ instructional abilities and students’ learning outcomes.

E-training environment for developing Capstone teaching skills for STEM teachers in Egypt

The research investigated the efficacy of utilizing an e-training environment to enhance capstone teaching skills among STEM educators. Conducted at Obour STEM School, Cairo, Egypt, the study employed a quasi-experimental design with 27 randomly selected participants. Three instruments were utilized: a list of Capstone teaching skills, a pre-post achievement test, and an observation card assessing skill acquisition in two main fields: EDP Field and Process Management Field. These fields encompassed eight main skills, subdivided into 64 subskills. The researchers conducted pre- and post-testing, initially administering a 70-question pre-test followed by a month-long online training via Microsoft Teams. The training content aimed to address identified needs based on pre-test results. After the training, participants completed a post-test, which was repeated after another month. Results indicated a statistically significant difference (p<=0.05) between pre-test and post-achievement test scores, favoring the latter, suggesting improvement in Capstone teaching skills. Similarly, there was a significant difference (p<=0.05) between pre-test and post-observation card scores, indicating enhanced skill development. Conclusively, the study demonstrated the effectiveness of e-training, particularly employing the SOLE technique, in enhancing capstone teaching skills among STEM educators. Consequently, the researchers recommended the integration of e-training environments in STEM teacher development programs in Egypt.

Effectiveness of 5a’s Instructional Module in Teaching Grade 12 Physics: An Experimental Study

The study aimed to investigate the impact of the 5A's instructional module on students' Physics knowledge and application of knowledge in Physics. The research included understanding the pre-test and post-test profiles of the participants, comparing the students' levels of Physics knowledge and application of knowledge between the experimental and control groups, and assessing their perceptions of the 5A's instructional module. The study used a quasi-experimental design with a time-series design, employing mean, standard deviation, and paired-sample t-tests to examine the data statistically. The participants were Senior High School STEM students from Cagdianao National High School, Dinagat Islands Province. Four instruments were used: the 5A’s instructional module, physics knowledge test, application of knowledge test, and Likert scale assessment on the 5A's instructional module. The results showed varied performance across physics topics under the conventional approach, with a mixed pattern of improvement observed in Newton’s Law of Motion and Application, having a pre-test mean score of 21.27 and a post-test mean score of 23.47. The 5A's instructional approach demonstrated significant improvement patterns across the three topics, particularly notable in enhancing application of knowledge, with a mean pre-test score of around 10.13 and 18.63 in the posttest of topic B, Kinematics. The paired-sample t-tests revealed significant improvements in post-test scores across all topics with the experimental approach, indicating its efficacy in enhancing understanding and performance. Positive perceptions regarding content quality, instructional quality, and overall impact on learning were observed with the 5A's instructional module. Additionally, continuous refinement based on student feedback is crucial to achieving educational objectives and improving learning experiences.

BRAVER challenges students in radiation protection training in an international training

The nuclear industry is currently facing a significant demand for well-trained personnel. Due to the high market demand, it is essential to raise awareness among new target groups, including high school pupils and (pre-service) STEM teachers, about the potential and opportunities of pursuing a nuclear career. With this in mind, a new strategic partnership has been established under the Erasmus+ project ‘BRAVER’ (Blended and Remote teaching Activities supported by Virtual rEality for Radiation sciences). Within this 2-year project, international staff, and students from 7 partners of the CHERNE (Cooperation of Higher Education on Radiological and Nuclear Engineering) network collaborate with industry, regulatory and research institutes in developing educational virtual tools (VR and virtual online escape rooms) for nuclear sciences and engineering. The project aims to develop blended international training programs that incorporate technical, generic, and networking skills for both students and professors. This initiative can serve as a model for other scientific fields, extending its benefits to students and educators across different disciplines.

Job stressors and the innovative work behaviour of STEM teachers: serial multiple mediation role of creative self-efficacy and creative motivation

ABSTRACT STEM education is crucial in the digital intelligence era, imposing new demands and challenges on teachers. However, there is limited focus on the job stress and innovative work behaviour of STEM teachers, particularly on how job stressors influence their innovative behaviour. This study, from the perspective of school organisational administrators, based on the JDCS Model and social learning theory, surveyed 849 primary and secondary school STEM teachers across 11 provinces in China using scales for Job Stress, Creative Self-Efficacy, Creative Motivation, and Teachers’ Innovative Work Behaviour. Results indicated that job demand positively influences innovative work behaviour directly and indirectly through creative motivation and the serial mediation of creative self-efficacy and creative motivation, contributing 38.4%. Job control also positively influences innovative work behaviour indirectly via creative self-efficacy and the serial mediation of creative self-efficacy and creative motivation, contributing 32.2%. Similarly, job support impacts innovative work behaviour indirectly through creative self-efficacy and its serial mediation with creative motivation, contributing 21.9%. Collectively, job demand, control, and support affect STEM teachers’ job stress. It is recommended that school administrators balance job demand and support, adjust job control, and provide targeted support to enhance teachers’ creative self-efficacy and motivation, fostering innovative work behaviour.

Teacher Training Program on Secondary Mathematics and Science Teachers’ Attitude and Confidence of Teaching

When teachers are confident in their ability to teach Mathematics and Science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher's interest and belief in the material. This study aiming at exploring teachers' confidence of teaching Mathematics and science as result of Continuous Professional Development (CPD) by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex-post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p<0.05) between AIMS-TTP interventions and teachers’ confidence to teach Mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach Mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, ICT integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum (CBC); and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching Mathematics and science, F (7,326) =183.843, p<0.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching Mathematics and science. Moreover, the findings (Adjusted R2 =0.822, F (8, 342) = 197.055, p= 0.000 p<0.05) indicated that 82.2 % of the variance in improved teachers’ attitude in teaching Mathematics and science evidences a significant influence on the total variance. Our research suggests that policy makers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing Mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School (TSS) STEM teachers.

Study on the development and implementation of an interdisciplinary solar panel project to enhance students' interest in STEM

This study aimed to develop and implement a STEM education program on solar energy. This study follow Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model. The study was conducted by analysing, designing, and developing a STEM education program consisting of a program guide and a solar panel STEM KIT. The program was implemented in schools involving 83 high school students. The program was implemented in two formats, namely STEM after school and regular learning. Students completed the STEM interest instrument after participating in the STEM education program. The results showed that the program was declared valid for use. In addition, the program implementation results showed no significant difference between students' technology, engineering, mathematics, and STEM career interests in STEM after school and regular STEM classes. This may be due to several things such as similar content and activities, similar engagement, and similar mentorship. This study implies that the STEM education program can increase students' interest in STEM after-school and regular learning activities.

Research on STEM teacher education strategies for primary school in China

Over time, the requirements for scientific and technological talent have gradually increased. As a result, STEM education has attracted widespread attention from governments and educators worldwide. Research on STEM education showed that STEM teacher education is one of the critical factors in its development. This paper first analyses the current situation of STEM teacher education in China and other countries through CiteSpace software and finds that there is currently a lack of systematic research on STEM teacher education in China. Then, considering that STEM teacher education majors have not yet been established for primary school teachers in China’s colleges and universities, this paper clarifies the goals of primary school STEM teacher education from three dimensions through the analysis of relevant national policies. Finally, combined with the current curriculum plan for cultivating primary school teachers in China and referring to the STEM teacher education curriculum of the University of Texas at Austin, this paper establishes a core curriculum system for primary school STEM teacher education. Based on these works, we also propose primary school STEM teacher education strategies in three stages: preservice education, induction education, and in-service education.