The science, technology, engineering, and mathematics (STEM) field is a crucial global driver for the development of various aspects of modern society, such as the economy, technology, education, and skills of the 21st-century workforce. All countries strive to produce STEM talent to meet future economic markets. Sustained professional development (PD) can support reform in STEM. Teachers need professional training to improve their knowledge, understanding, and teaching practices, which affect the development of their students’ meaningful learning. As a result, a systematic study was carried out to identify STEM PD activities and their influence on teachers’ knowledge and instructional methods. The peer-reviewed publications were published between 2017 and 2021, and Scopus, Web of Science, and EBSCOhost databases were used to find them. A comprehensive review of these empirical articles produced a total of 15 subthemes under activities and impact themes. The results exhibited that the dominant activities of STEM PD included engineering activities that indirectly had an extremely high impact on teachers’ knowledge and teaching practices related to engineering design, the problem-solving process as it relates to the engineering design process, and experiences of scientists and engineers. Finally, several recommendations for STEM PD sustainability and future research reference are presented.
The spirit of innovation in education has become part of the methods used to reform the way knowledge is learned. Many researchers and educators have continuously made significant efforts to encourage the use of a STEM-integrated approach in the classroom. However, several obstacles exist, such as a lack of teaching resources and pedagogical content knowledge, when teachers want to incorporate the approach into mathematics classrooms. Thus, the Malaysian Statistics Module for Form Four Students (MySTAT4) module was developed to nurture teachers' and students' statistical thinking and inventive skills such as reasoning, critical thinking, and creativity. In this paper, we present the conceptual framework of the MySTAT4 module and demonstrate a brief lesson for teaching and learning a statistics topic based on the approach. Through a content analysis method, we reviewed and analysed literature and documents on STEM-integrated approaches and statistics topics to produce the MySTAT4 framework that connects problem-solving and problem-based learning. The framework is suitable for assisting the STEM and mathematics education communities in developing, providing standard lesson materials and assessment tools, and innovating integrated pedagogical approaches to statistics topics. By utilising the framework, both practitioners and researchers can adapt a common foundation that relates the ways, steps, processes, and activities of problem-solving across interdisciplinary domains into a single point of reference.
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