STEM Education Research Articles

Navigating the Virtual Environment

In the ever-evolving landscape of higher education, the intersection of learning spaces and technology presents unprecedented opportunities to enhance student experiences. This poster highlights the effective use of 360-degree technology to create immersive digital learning experiences across various STEM disciplines in an Australian University. This poster demonstrates the implementation of Universal Design for Learning (UDL) principles in virtual laboratory tours. Our 360-degree virtual tours embody UDL's core principles (Meyer et al., 2014) by offering multiple means of engagement through immersive experiences, representation via diverse media formats (textual overlays, audible descriptions, graphical elements, and interactive hotspots). By adhering to digital accessibility guidelines (Ismailov & Chiu, 2022), it ensures that our virtual laboratory inductions cater to a wide range of learning preferences and needs, potentially enhancing the effectiveness of STEM education for diverse student populations. Traditional induction processes are often delivered face-to-face, facing challenges like time constraints, safety concerns, and limited accessibility. The COVID-19 pandemic has further highlighted the need for flexible, remote learning solutions (Rapanta et al., 2020). 360-degree virtual tours overcome barriers by immersing students in a digital environment, allowing them to become familiar with procedures before entering physical space (Tan & Tan, 2021). This technology also supports dynamic learning environments, enhancing teaching effectiveness and student engagement (Christopoulos et al., 2018). The effectiveness of 360-degree virtual tours has been demonstrated across various areas, from hospitality education to construction safety training (Pham et al., 2018; Patiar et al., 2017). Virtual tours offer numerous benefits, including cost-effectiveness, accessibility, and enhanced engagement. They also support authentic, experiential learning without time or location constraints, potentially improving knowledge retention and attitudes toward learning (Cardona et al., 2023). A key benefit of 360-degree technology is its web-based implementation, making experiences accessible across a wide range of devices and operating systems. While implementation may require some initial investment in hardware and expertise, the availability of consumer-grade tools and simple workflows makes adoption increasingly feasible for educators (Tan & Tan, 2021). This poster outlines the process of developing, implementing, and evaluating 360-degree virtual tours. The development phase began with the implementation of virtual tours in ten laboratories with large enrollments. Using specialised cameras (Insta360 X3), we captured spherical photographs of these laboratories, allowing students to virtually explore as if physically present. To enhance interactivity and educational value, we integrated various elements such as hotspots, videos, and quizzes using SharePoint Space and H5P platforms. The implementation phase involved incorporating these virtual tours into the online laboratory induction process. We seamlessly integrated the tours with existing course management systems to ensure easy access for students. For evaluation, we focused on qualitative assessment methods to gain insights into student experiences and perceptions on aspects such as ease of navigation, perceived realism, and overall utility of the virtual tours. This assessment was conducted through surveys and informal discussions, offering valuable feedback on the virtual tours' effectiveness in preparing students for physical laboratory work.

Designing Dialogic Peer Feedback in Collaborative Learning: The Role of Thinq Tank

As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, comparing two key experimental conditions: one contrasting non-dialogic PF with dialogic PF, and another comparing dialogic PF with scripted dialogic PF featuring dynamic sentence-starters and defined roles. Utilizing a quasi-experimental design, we assessed the overall impact on scientific (collaborative) learning outcomes, students’ perceptions of PF, and the composition and elements of PF dialogues. The findings suggest that the integration of dialogic PF within a CSCiL lesson series helps to boost scientific collaborative learning outcomes and increases student receptivity to PF. The study demonstrates that integrating structured support mechanisms within PF tools promotes PF dialogues in which students critically evaluate each other’s work and collaboratively think about ways to improve quality. These insights illustrate that structured, technology-supported PF can significantly advance inquiry outcomes and foster deeper collaborative learning in secondary STEM education.

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Women in Higher Education Leadership

The integration of Artificial Intelligence (AI) into the higher education landscape has caused upset to many long-held practices in the sector as educators question the future. The male-dominated leadership landscape in AI reflects broader gender disparities prevalent in STEM fields. This position paper investigates the challenges women face in academic leadership within the context of AI and proposes strategies to address these disparities. By examining reflective narratives from three women leaders in higher education, we identify themes of visibility, recognition, and inclusive leadership. Our findings highlight the importance of mentoring programs and collaborative leadership models to support women in AI leadership roles. We argue that diverse leadership not only fosters innovative solutions and equitable access but is also crucial for ethical AI development. Promoting diverse voices in AI leadership can drive meaningful change, ensuring AI technologies benefit a broader demographic and align with ethical standards. Future research should focus on strategies to enhance visibility and support for women leaders in AI, addressing both gender and cultural dynamics.

Applying Augmented Reality Technology in STEM Education: A Bibliometrics Analysis in Scopus Database

Augmented reality offers diverse potential applications for STEM education, enabling students to engage directly with virtual elements in real-time and providing them with immersive, natural experiences. This study conducted a bibliometric analysis of articles on this topic on the Scopus database to determine some quantitative information, such as general information about publications, countries, institutions, authors with the most contributions, and key trends in applying augmented reality technology in STEM education. An analysis of 201 studies published from 2005 to 2023 using Biblioshiny software and VOSviewer reveals that the United States leads in the number of studies conducted on this issue. Kryvyi Rih National University, Ukraine, has the most studies. The authors who contributed the most studies with the most citations on this issue are Lindner, C. and Rienow, A. from Ruhr University Bochum, Germany. Two primary research trends emerge, focusing on how Augmented Reality technology is utilized, particularly in STEM fields like Chemistry, which combines learning forms with other learning support tools and media such as mobile applications. Secondly, integrating augmented reality and virtual reality technologies into STEM programs at the university level, design of games, and virtual tools. This study offers important data for researchers looking to explore future applications of augmented reality technology within STEM education.

Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution

AbstractThis phenomenological study examines how women and Students of Color who attend a small undergraduate predominately white institution (PWI) make meaning of their experiences in science, technology, engineering and mathematics (STEM) and how individual and contextual factors influence whether they decide to stay, leave, or add an STEM major. We conducted qualitative interviews with 50 juniors and seniors across three participation pathways: (1) students who entered college with an interest in an STEM major and are still an STEM major, (2) students who entered college with an interest in a non‐STEM major and switched to an STEM major, and (3) students who entered college with an interest in an STEM major and changed to a non‐STEM major. Students' descriptions of the factors that influenced their academic choices support the tenets of the situated expectancy‐value theory. Themes related to expectancies for success, value beliefs, and teachers and peers are presented. Implications of these findings for retaining underrepresented students in STEM majors are discussed.

Analyzing Instructional Strategies in Science Education: A Dual Approach Combining Systematic Review and Secondary Qualitative Data Analysis

This study employed a dual research approach, incorporating both systematic review and secondary qualitative data analysis, to investigate instructional strategies and their rationales utilized by pre-service and in-service science teachers (PaIST) in physics topics. We chose widely recognized and readily accessible sources with extensive study coverage, including Web of Science, SCOPUS, Taylor & Francis Online, and ProQuest. Only four studies that conformed to our inclusion and exclusion criteria were identified for examination. The analysis unfolded in two phases: first, the identification of instructional strategies employed by PaIST, and second, the exploration of the underlying rationales guiding their choices. Our findings revealed a diverse array of instructional strategies, encompassing direct instruction, thought experiments, demonstrations, hands-on activities, think-pair-share, peer teaching, laboratory exercises, discussion/questioning techniques, drama, and real-life narratives. The rationales underpinning these strategies were multifaceted, aiming to enhance student motivation, stimulate cognitive development, facilitate collaborative group work, and foster meaningful learning experiences. Despite evidence supporting the effectiveness of various external strategies such as STEM education, out-of-school learning, and project-based teaching on students, pre-service and in-service science teachers appear hesitant to adopt these methods. Further research is needed to explore the barriers and factors influencing their instructional choices.

STEM Teaching in Contemporary Education

STEM Teaching in Contemporary Education

Problem Posing as a Way of Promoting Individual Mathematical Thinking in STEM Contexts – The Case of Climate Change

AbstractProblems encountered in Science, Technology, Engineering and Mathematics (STEM) contexts cannot be adequately described or solved with the knowledge of a single discipline. Instead, a high level of inter- and transdisciplinary knowledge and methods is required to overcome them. These help to pose problems about the complex challenges and solve them in a creative way. The better the knowledge within one and of different disciplines is interlinked, the more targeted questions can be formulated and answered. Mathematical concepts serve as the foundation for many of the pressing problems of our time. At the same time, these problems offer a wide range of opportunities for individualized exploration. They are equally suitable for students with different interests and levels of ability, as everyone can identify and work on an individual problem within the given context. However, numerous studies have shown that posing adequate mathematical problems must be learnt as well as knowledge from different disciplines is not automatically linked or transferred to other situations. The ability to grasp the formal structure of a problem, recognize problems, and find connecting problems are characteristics of mathematically gifted children and young people that need to be promoted. In our theory-based contribution, we use a concrete context to illustrate which possible mathematically rich problems can be posed by students of different ages and abilities. This approach facilitates the development of their individual abilities according to their interests and potential.

Gender Inequality in STEM Education in Pakistan: A Case Study of Female Students

Emphasis on STEM education has gained the attention of activists to promote gender equality in the education field in the last few years. The objectives of the present research paper are: Why is there a need to address gender inequalities in STEM education in Pakistan? The second objective of the research is to highlight the obstacles that restrict women’s access to STEM education in Pakistan. This research is qualitative in nature and based on the interviews of students enrolled in the faculty of humanities at the BS level in AIOU. Research gives directions to policymakers on how to increase women’s enrollment in science, technology, engineering, and mathematics (STEM).

Exploring Critical Reading Practices Among Malaysian and Vietnamese Engineering Students: Insights and Implications

ABSTRACT In the dynamic academic landscape of the 21st century, the imperative to equip engineering students with robust critical reading skills, in tandem with their technical expertise, has come to the forefront. Recognizing the intrinsic value of critical thinking and reading in cultivating an ethos of lifelong learning among future engineers, this study endeavors to shed light on efficacious methodologies for augmenting critical reading competencies, grounded in the lived experiences of students. Utilizing a phenomenographic methodology, this research aims to explore the mechanisms through which engineering students from Malaysia and Vietnam develop their critical reading skills. The study engaged eight engineering students from both Malaysia and Vietnam, selected based on their demonstrated proficiency in critical reading, as evidenced by scores from a critical reading assessment aligned with the PISA Reading Framework. Through in-depth, phenomenographic semi-structured interviews, the research sought to uncover the strategies and practices these students employ to bolster their critical reading abilities. The findings illuminate a diverse array of approaches to enhancing critical reading skills, including the adoption of specific reading strategies, engagement in extensive and collaborative reading practices, and the maintenance of a positive reading disposition. Notably, the study also identifies that variations in the application and effectiveness of these strategies are influenced by factors such as students’ academic progression, cultural contexts, and educational backgrounds. These insights contribute to a nuanced understanding of the multifaceted nature of critical reading skill development among engineering students, offering valuable perspectives for educators, curriculum designers, and policymakers aiming to foster critical analytical skills in STEM education.

STEM Education and Innovative Methods, Integration of Artificial Intelligence in the Learning Process

STEM Education and Innovative Methods, Integration of Artificial Intelligence in the Learning Process

Mapping the Kazakhstani STEM Education Landscape: A Review of National Research

The aim of this study was to map the current status of STEM education in Kazakhstan. The study encompasses 24 studies selected through a literature search in Google Scholar, ERIC, Web of Science, and Scopus. The descriptive characteristics of the reviewed studies reveal a significant increase in STEM education publications in Kazakhstan since 2019, indicating a growing emphasis on this field. The reviewed studies, spanning the years 2019 to 2023, included diverse formats such as journal articles, conference proceedings, book chapters, theses, and review articles. Notably, the reviewed studies involved participants from both K-12 and university levels, with a particular focus on female students in some studies. The thematically organized findings of the reviewed studies highlighted challenges faced by STEM education in Kazakhstan, including students’ perceptions about STEM subjects and careers, school environment and educational culture, and societal and gendered expectations. Creating interactive learning environments, addressing biases, dismantling gender stereotypes, and challenging traditional norms were identified as crucial steps to encourage the participation of young women in STEM disciplines. This study contributes to understanding STEM education in Kazakhstan and provides a foundation for future cross-country comparisons, emphasizing the necessity for adaptable approaches in designing and evaluating STEM initiatives in evolving educational contexts.

A Bibliometric Analysis of STEM Education for Undergraduate Level Based on CiteSpace Software

This study aims to review the STEM education intervention on the undergraduate level by applying CiteSpace software, an innovative tool for bibliometric analysis and visualization. The Web of Science (WOS) database was used and covers the period from January 2008 to August 2023. Based on keyword search, seven clusters with the largest research volume in the past 15 years were identified and analysed with relevant literature. The results revealed that the trending topics of STEM education research included racial and gender differences in STEM education, reform of STEM education assessment and motivation methods for undergraduates, strategies to improve STEM academic performance, and the impact of STEM education on undergraduate employment. Furthermore, a cluster analysis of keywords and references was conducted to explore the connections between the clustered themes and the core theme of STEM. The timeline visualization diagram was used to examine the duration and evolution of each research theme in STEM education, which provided useful information for identifying the direction of STEM research. Finally, through the citation burst analysis, the top 15 most cited references were determined, and the STEM research hotspots were discussed in relation to their literature, which were consistent with the STEM research hotspots derived from the high-frequency themes and node literature. The findings of this study offer important insights into the development trend of STEM education and provide an evidence base and reference for future research and development of STEM education particularly at the undergraduate level.

Choose your own T-cell fate: creation of a narrative-based, decision-making activity to engage students in immunology.

Undergraduate courses in immunology are content-heavy and combined with a new, complex vocabulary, can be an overwhelming subject for students. In-class active learning approaches have been found to improve understanding of difficult concepts in science, technology, engineering and mathematics (STEM) disciplines; however, many undergraduate courses maintain a high dependence on lecture-style teaching because of time constraints, content demands and student resistance. We designed an online, out-of-class activity, the "Life and Death of a Tcell", to complement a lecture on a complex immunological concept, T-cell development. Inspired by the "Choose Your Own Adventure" children's books, a fictional narrative was created in which students assume the role of a cell with a dream of becoming a helper Tcell. Decision-making scenarios then prompt students to draw on their knowledge from the lecture to successfully navigate the steps of T-cell development. The activity was built on two platforms, Google Forms and H5P (HTML 5 Package), both of which are readily accessible and allow the inclusion of branching logic and the creation of a decision tree-based activity. An anonymous survey revealed that students found this interactive approach enjoyable, and their perceived understanding of the content significantly increased. Students appreciated the inclusion of a novel learning resource, with requests for similar activities to be developed for other immunological concepts. In conclusion, we developed a narrative-based, decision-making activity to complement a lecture on T-cell development. As an out-of-class activity, this style of learning approach can potentially capitalize on the benefits of active learning, while also overcoming barriers of student resistance.

Effectiveness of Design-based Learning in Enhancing Scientific Creativity in STEM Education: A Meta-analysis

This meta-analysis examined 12 empirical studies, published from 2013 to 2023, to determine the effectiveness of DBL in enhancing scientific creativity. The sample size involved 1211 students. Based on the analysis using random-effect model, DBL has a positive and strong significant effect (ES=1.181) to scientific creativity. Moderator analysis uncovered significant difference in the effect sizes when clustered according to the academic level and geographic location, while the STEM discipline and the implementation period demonstrated otherwise. It is further revealed that engineering design (g=1.546) registered the largest effect size in comparison with design thinking (g=0.896) and STEAM design (g=0.696) models. Moreover, originality, elaboration, fluency, and flexibility are the most frequently used dimensions in assessing scientific creativity. In conclusion, the findings established the effectiveness of DBL in enhancing scientific creativity among STEM students. Hence, teachers must be equipped of the technical know-how of integrating design process in teaching STEM subjects.

National STEM Education Framework: Teachers’ Perspectives on the 2015-2022 Curriculum Cycle

Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.

Virtual Digital Laboratory Vernier as a Tool of Implementing STEM-Education Principles in Physics Lessons

The article highlights the results of the theoretical and methodological analysis of the issue of the use of the Vernier digital virtual laboratory as an innovative tool for implementing the principles of STEM education in physics lessons in high school. The purpose of this research paper is to justify the feasibility of integrating digital laboratories into the physics curriculum, which allows for its modernization through the integration of science, technology, engineering and mathematics. The study's methodological foundation is based on the active learning concept developed by D. Sokoloff, R. Thornton and P. Laws. According to it, the active nature of learning physics using the Vernier digital laboratory is ensured by the ability to conduct real, high-precision, and multiple measurements of various physical quantities, analyze the obtained data, visualize them as graphs or charts, and interactively adjust and generalize the results of the experiment. The main advantages and disadvantages of using this innovative learning tool have been analyzed, and its compliance with safety, accessibility and adaptability requirements has been determined. The content of implementing the scientific, technological, engineering and mathematical aspects of STEM education through the methodology of using the Vernier digital laboratory in physics lessons has been explored. An example of a tentative lesson plan for a physics class using the Vernier digital laboratory is provided. Based on the conducted research and the practice of using the Vernier digital laboratory in middle school physics lessons, it has been concluded that it has significant and comprehensive educational potential as an innovative tool for implementing STEM education principles.

Teachers’ Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model

Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of twenty-first century education. Educators play a vital role in executing a cohesive approach to interdisciplinary teaching and learning; hence, considerable focus has been directed towards the elements influencing teachers’ attitudes. The study aimed to provide empirical evidence illustrating the significant influence of teachers’ readiness on predicting attitudes. This was achieved by developing a conceptual model that explores the factors affecting individuals’ attitudes towards teaching STEM courses. The emphasis was put on self-efficacy, commitment, cognitive readiness, emotional readiness, and teaching attitudes. A total of 494 Greek primary and secondary education teachers participated electronically in the survey, answering according to the TRi_STEM and TASET scales. The validity of the conceptual model was evaluated using a structural equation model (SEM). The results demonstrated a positive association among all six factors. More notably, general attitudes towards teaching impact positively, either directly or indirectly, the four readiness variables and, finally, teachers’ attitudes towards STEM education. The current study contributes to the existing body of the literature by identifying and analyzing critical attributes that substantially impact teachers’ attitudes towards teaching STEM courses.

Science in the Language of the Heart: Ukrainian Language and Literature in the New Ukrainiian School as a Driver of STEM Development

The article outlines the pathways for integrating STEM disciplines into the planning of Ukrainian language and literature lessons in secondary education institutions within the framework of the New Ukrainian School. It substantiates the growing need for interdisciplinary approaches that foster the development of core competencies while considering the advantages, potential risks, and limitations of the proposed methods. The emphasis is placed on the importance of combining humanities with natural and mathematical sciences to enhance students' understanding of a holistic worldview, illustrating the need to avoid focusing solely on one aspect of development (so-called «humanitarians» and «technocrats»). The article offers theoretical and practical recommendations for developing STEM projects that engage students in creative literary exploration through applying scientific principles and doctrines. The effective combination of STEM education principles with the field of philology enables the creation of a dynamic and effective educational environment where students perceive the interconnectedness of knowledge, develop a well-rounded intellect, and receive foundational preparation for higher education. Methods of linguistic analysis of scientific texts are discussed, demonstrating how language skills can be enhanced through scientific discourse. To illustrate the material, approximate schemes for planning integrated lessons with specific examples from both linguistic-literary and scientific perspectives are provided. To improve understanding and engagement of modern students, emphasis is placed on using digital tools and platforms that ensure integration, including online resources, interactive modeling, multimedia content and artificial intelligence. The necessity for alignment among educators of various disciplines is evident to ensure a fair assessment of proficiency in the state language and scientific literacy, which is a crucial issue during wartime when language matters become increasingly prominent, alongside scientific and mathematical literacy, for building an intellectually developed country.