Challenges of STEM Vocations in Secondary Education

Lanchares, Alba Ayuso; Merayo, Noemí; Requies, Inés Ruíz; Fernández, Patricia

doi:10.1109/te.2022.3172993

Cited by 5 publications

(6 citation statements)

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“…Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models. Emotion (51,23); educational (48,85); game (38,8); achivers (38,44); digital (36,48); opportunity (29,36); exercise (28,79); design (27,83); practice (25,43); link (18,08); scenario (17,93); collaborative (16,28); inclusive (15,36); positive_emotion (15,36); help_students (14,42) This study showed that conventional exercises were detrimental to middle and high achievers' learning emotions, although their concepts improved (…).…”

Section: This Phenomenological Research Aims To Explore Physics Teach...mentioning

confidence: 95%

“…Robot (25,06); Game (23,92), robotic (17,81); game_construction (15,44); risk (15,26); peer (15,27); simulation (15,05); computing (12,89); Europe (12,73); climate (11,81); mechanism (10,54); meaningful_learning (10,27); competition (9,59); child (8,35); software (7,74); curriculum (7,47); successful (7,24); quiz (6,69); serious_game (6,49) Activity (-6,94); periodic_table (-6,93); teaching (-6,21); Covid-19 (-5,89); coding (-5,19); student_engagment (-5,19); STEM (-5,19; post_test (-4,5); Game_Based_Learning (-4,38); satisfaction (-4,17); pre-test (-4,15); narrative (-4,15); Earth (-4,15); teacher (-4,02)…”

Section: Over Used Under Used 2013-2016mentioning

confidence: 99%

“…programme (73, 91); program (65,38); class (60,89); questionnaire (41,58); sample (30,15); student (25,76); achievement (24,25); survey (23,83); interest (21,73); personality (20,02); Scratch (18,81); schools (18,11); learning_process (14,05); participation (11,59); playful (11,59); digital games (11,26) This paper describes research introducing_students to programming concepts using a Scratch programming language (…) Students'learning interest questionnaire contains statements done by students before and after the learning_process. There are many programming environments and teaching approaches that address the learning needs of students (…) Results show different gender preferences for the three programming tools and, in some cases, different personalities (…) Moreover, all programming environments had different emotional effects on the students.…”

Section: Science Teachers May Try Innovative Activities Such As Colla...mentioning

confidence: 99%

“…In fact, it is at this stage that students build the foundation of their understanding in STEM fields. Therefore, this period is crucial for establishing core concepts and influencing future career ambitions [15]. Secondary education also plays a pivotal role in influencing students' decisions regarding their academic future and careers.…”

Section: Introductionmentioning

confidence: 99%

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Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Fante,

Ravicchio,

Manganello

2024

Preprint

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Recently, interest in STEM education has grown among researchers and educators, also considering the skills required to address the challenges of the 21st century. Supporting learning in STEM subjects is an open challenge, especially during secondary education, which is reflected in the implementation of innovative pedagogical practices, including approaches focused on Game-Based Learning (GBL). This study analyzed the main issues addressed by research on game-based educational approaches applied to STEM teaching and learning in secondary school and their evolving trends. A text analysis of abstracts published in the past decade was conducted using T-lab software. The “Word Analysis” function was used for preliminary visual mapping; then the “Specificity Analysis” and “Thematic Analysis of Elementary Contexts” functions were applied to explore changes in research directions and to map the themes covered by the most recent studies. The results showed that the implementation of games in STEM disciplines is a promising area of inquiry. A shift in research directions also emerged, currently more focused on studying how GBL can foster engagement and the emotional component of learning. Adapting to rapidly changing technology and integrating essential skills such as coding and computational thinking are additional challenges that the research community is facing.

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Section: This Phenomenological Research Aims To Explore Physics Teach...mentioning

confidence: 95%

Section: Over Used Under Used 2013-2016mentioning

confidence: 99%

Section: Science Teachers May Try Innovative Activities Such As Colla...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Fante,

Ravicchio,

Manganello

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Indeed, it is at this stage that students build the foundation of their understanding in STEM fields. Therefore, this period is crucial for establishing core concepts and influencing future career ambitions [15]. Secondary education also plays a pivotal role in influencing students' decisions regarding their academic future and careers.…”

Section: Introductionmentioning

confidence: 99%

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Fante,

Ravicchio,

Manganello

2024

Education Sciences

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The need to support science, technology, engineering, and mathematics (STEM) learning in secondary education is reflected in the ongoing investigation of innovative pedagogical practices, including game-based learning (GBL). Using an analysis of scholarly publications based on word co-occurrence, this study aimed to identify the main research themes addressed in the past decade by the scholarly community on game-based teaching and learning solutions in the context of STEM education in secondary schools, their evolution over time, and the key issues addressed in recent years. After a systematic selection, the titles and abstracts of the publications were collected in a text corpus and analyzed using T-LAB software version 7.2.1.4 (2022). A preliminary visual exploration of the keywords was performed to obtain an overall view of the issues addressed by the research. Specificity analysis was then applied to identify, for each subset of the corpus identified by the years of publication, the evolution of themes reflected in a change in the frequency of lemma use. Finally, to explore the most recent topics, the main thematic clusters of publications in the last three years were identified (thematic analysis of elementary contexts). The results suggest some changes in the issues addressed over the past decade, such as a shift in focus from the specific technologies and competitive elements of games to understanding how GBL can support engagement, motivation, and understanding of complex scientific concepts. The five key thematic clusters identified (“Experience”, “Application”, “Validation”, “Emotion”, and “Programming”) also indicate a stronger emphasis by the latest publications on the experiential and emotional components of learning, the need for empirical studies, and the integration of computational thinking and coding into GBL. Overall, this study indicates that GBL has the potential to become an integrated component of STEM education, evolving with pedagogical and technological innovations.

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Identifying beliefs about the gender gap in engineering professions among university students using community detection algorithms and statistical analysis

Merayo,

Ayuso

2024

Comp Applic In Engineering

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Digital societies require professionals in the Technology and Engineering sectors, but their lack, particularly of women, requires a thorough understanding of this gender gap. This research analyzes the beliefs and opinions of university engineering students about the gender gap in their professional fields by means of a community detection algorithm to identify groups of students with similar belief patterns. This study leverages a community detection algorithm to analyze the beliefs of 590 engineering students regarding the gender gap in their field, together with a correlational and explanatory design using a quantitative paradigm. A validated questionnaire focusing on the professional dimension was used. The algorithm identified three student communities, two gender‐sensitive and one gender‐insensitive. The study uncovered a concerning lack of awareness regarding the gender gap among engineering students. Many participants did not recognize the importance of increasing the representation of professional women, maintained the belief that the gender gap affects only women, and assumed that men and women are equally paid. However, women show a higher level of awareness, while men perceive the gender gap as a passing trend, which is worrying. Students recognize the importance of integrating a gender perspective into university and engineering curricula. It is worrying that many students doubt the existence of the gender gap and that both genders lack knowledge about gender gap issues. Finally, community detection algorithms could efficiently and automatically analyze gender gap issues or other unrelated topics.

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Challenges of STEM Vocations in Secondary Education

Cited by 5 publications

References 0 publications

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

Identifying beliefs about the gender gap in engineering professions among university students using community detection algorithms and statistical analysis

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