Teachers’ perception of STEM integration and education: a systematic literature review

Margot, Kelly C.; Kettler, Todd

doi:10.1186/s40594-018-0151-2

Cited by 538 publications

(569 citation statements)

References 31 publications

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“…A search for reviews of STEM education research found multiple reviews that could suggest approaches for identifying publications (e.g., Brown, 2012;Henderson, Beach, & Finkelstein, 2011;Kim, Sinatra, & Seyranian, 2018;Margot & Kettler, 2019;Minichiello, Hood, & Harkness, 2018;Mizell & Brown, 2016;Thibaut et al, 2018;Wu & Rau, 2019). The review conducted by Brown (2012) examined the research base of STEM education.…”

Section: Guidance From Prior Reviews Related To Stem Educationmentioning

confidence: 99%

Research and trends in STEM education: a systematic review of journal publications

et al. 2020

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With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments in STEM education scholarship. We examined those selected journal publications both quantitatively and qualitatively, including the number of articles published, journals in which the articles were published, authorship nationality, and research topic and methods over the years. The results show that research in STEM education is increasing in importance internationally and that the identity of STEM education journals is becoming clearer over time.

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Section: Guidance From Prior Reviews Related To Stem Educationmentioning

confidence: 99%

Research and trends in STEM education: a systematic review of journal publications

et al. 2020

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“…Mathematics teachers feel it is more challenging than science teachers in STEM teaching to help students to solve authentic problems [15]. Researchers [18] analyzed teachers' difficulties in teachers' perceptions of STEM education, including pedagogical and curriculum challenges.…”

Section: Introductionmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

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“…Tang & Williams, 2018). Therefore, a great challenge for teachers in STEM subjects is to design classroom activities that integrate two or more of the subjects in their teaching in both a meaningful and relevant way (Bell, 2016;de Vries, 2017;Kertil & Gurel, 2016;Margot & Kettler, 2019;Radloff & Guzey, 2016). In short, STEM teaching needs to be authentic (cf.…”

Section: Introduction and Aimmentioning

confidence: 99%

Models and modelling for authentic STEM education: reinforcing the argument

2019

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This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidencebased frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.

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Teachers’ perception of STEM integration and education: a systematic literature review

Cited by 538 publications

References 31 publications

Research and trends in STEM education: a systematic review of journal publications

Research and trends in STEM education: a systematic review of journal publications

Measuring Teachers’ Perceptions to Sustain STEM Education Development

Models and modelling for authentic STEM education: reinforcing the argument

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