The Role of Field Training in STEM Education: Theoretical and Practical Limitations of Scalability

Непеина, К. С.; Istomina, Natalia; Bykova, O.

doi:10.3390/ejihpe10010037

Cited by 9 publications

(9 citation statements)

References 31 publications

(50 reference statements)

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“…STEAM in education (STEAM-EDU) allows cultivating talented students and meeting the demand for professions in today’s society [ 15 ] linked to the use of technological devices and tools, such as engineers, programmers, computer scientists or project leaders [ 3 , 16 ]. For this reason, the educational field must be the axis and the base of the world economic future in view of the emerging skills needs of the labor market [ 17 ] and must adopt anticipatory strategies in education [ 18 ]. However, there is little research on STEAM-EDU teaching methodologies and resources among teachers [ 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Dúo-Terrón

Lucena

Moreno-Guerrero

et al. 2022

EJIHPE

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The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

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Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Dúo-Terrón

Lucena

Moreno-Guerrero

et al. 2022

EJIHPE

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“…STEM and STEAM education are attracting the attention of educators and researchers [37][38][39]. In this paper, the effectiveness of STEAM activities on the mental motivation of ninth graders in science classes was examined, addressing both face-to-face and online STEAM activities.…”

Section: Discussionmentioning

confidence: 99%

The Effect of STEAM Activities Based on Experiential Learning on Ninth Graders’ Mental Motivation

Mater

Daher

Mahamid

2023

EJIHPE

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The impact of STEAM (Science, Technology, Engineering, Arts, and Math) on pupils’ learning has been increasingly highlighted recently. This study aims to shed light on the effect of STEAM activities based on experiential learning on ninth graders’ mental motivation and learning. The present research adopted a mixed methodology (quantitative and qualitative). The study sample consisted of 90 students divided into three groups. The tools utilized in conducting the study included California Measurement Mental Motivation, and semi-structured interviews with (10) participants. The tools’ validity and reliability were verified. After data were analyzed, the findings showed statically significant differences between students’ post average scores regarding mental motivation due to teaching method, and in favor of the experimental groups (face-to-face STEAM activities, online STEAM activities). This provides tangible proof for the need to include STEAM activities in school curricula to enhance learners’ curiosity, problem-solving skills and self-confidence through learning, as well as their task accomplishment ability.

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“…The incorporation of technology is also more relevant for advanced learning resources in universities, such as the design of game-based STEM activities in virtual worlds. Furthermore, it involves the establishment of links with outside classroom learning, such as field trials (Nepeina et al , 2020) and industrial visits (González-Peña et al , 2021). Career orientation is also more prominent at this stage, with researchers focusing on STEM graduates' career goals (Smith and White, 2017) and career preparation (Rezayat and Sheu, 2020) from the reality of a shortage of highly skilled workers.…”

Section: Discussionmentioning

confidence: 99%

A bibliometric analysis of the global landscape on STEM education (2004-2021): towards global distribution, subject integration, and research trends

Zhan

Shen

et al. 2022

APJIE

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Purpose This study aims to provide a comprehensive review and bibliometric analysis of the literature in the field of science, technology, engineering and mathematics (STEM) education over the past 15 years, with a specific focus on global distribution and research trends. Design/methodology/approach This study collected 1,718 documents from the Web of Science (WOS) database and analyzed their timeline distribution, geographical distribution, research topics, subject areas, learning stages and citation burst using a bibliometric approach with VOSviewer and Citespace. Findings Results indicated that: overall, STEM education has increasingly gained scholarly attention and is developing diversely by emphasizing interdisciplinary, cross-domain and regional collaboration. In terms of global collaboration, a collaborative network with the USA in the center is gradually expanding to a global scope. In terms of research themes, four key topics can be outlined including educational equity, pedagogy, empirical effects and career development. Social, cultural and economic factors influence the way STEM education is implemented across different countries. The developed Western countries highlighted educational equity and disciplinary integration, while the developing countries tend to focus more on pedagogical practices. As for research trends, eastern countries are emphasizing humanistic leadership and cultural integration in STEM education; in terms of teachers’ professional development, teachers’ abilities of interdisciplinary integration, technology adoption and pedagogy application are of the greatest importance. With regards to pedagogy, the main focus is for developing students’ higher-order abilities. In terms of education equity, issues of gender and ethnicity were still the hottest topics, while the unbalanced development of STEM education across regions needs further research. Originality/value This study provides a global landscape of STEM education along the timeline, which illustrates the yearly progressive development of STEM education and indicates the future trends.

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The Role of Field Training in STEM Education: Theoretical and Practical Limitations of Scalability

Cited by 9 publications

References 31 publications

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

The Effect of STEAM Activities Based on Experiential Learning on Ninth Graders’ Mental Motivation

A bibliometric analysis of the global landscape on STEM education (2004-2021): towards global distribution, subject integration, and research trends

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