Focusing on Students and Their Experiences in and Through Integrated STEM Education

Li, Yeping; Anderson, Judy

doi:10.1007/978-3-030-52229-2_10

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…Another evaluation study covering the period 2000-2018 [15] shows that research in the field of STEM education has a wide range of topics, including the main issues: STEM teaching, learners, and the STEM learning environment from kindergarten to grade 12; training teachers and students in STEM fields; policies, programmes, and evaluation in STEM education; culture, society, and gender in STEM education; history, epistemology, and perspectives on STEM education. The book series "Advances in STEM Education" includes articles and review articles from leading experts in the field of STEM education around the world, demonstrating that the focus of research is on curriculum, student learning, and most importantly, articles on teachers' professional development [16].…”

Section: Research On Stem Teachingmentioning

confidence: 99%

Developing problem-solving and creative competences for students through teaching biology with a stem education orientation in Vietnam

Nguyen,

2024

5003

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This study uses a process of organising the teaching of biology for students following a STEM education orientation and examines the impact of this teaching process on the development of students' problem-solving and creative competences. Research and organize the implementation of three STEM lesson plans for 382 selected 11th-grade students in 3 schools in Hanoi, Vietnam, in 2023. To assess the development of the problem-solving and creativity competence of students, the research is based on the structure of problem-solving and creativity competence, including 4 skills: problem identification (KN1); proposing and selecting solutions (KN2); planning, implementation, and evaluation of solutions (KN3); and report presentation (KN4). Assessing these four skills will show the level of students' problem-solving and creative competence. This study documents the positive relationship between STEM-oriented biology teaching and the development of students' problem-solving and creativity competences. Specifically, teaching STEM-oriented subjects increases students' problem-solving and creativity competences. The interesting thing is that classes with a small number of students are more effective in developing problem-solving and creative competence. Research has suggested that in classrooms with fewer students, teachers have more opportunities to interact with each student. The research results are of interest and beneficial to educational policymakers, schools, and teachers in trying to develop students' learning competencies, especially core competencies like problem solving and creativity.

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Section: Research On Stem Teachingmentioning

confidence: 99%

Developing problem-solving and creative competences for students through teaching biology with a stem education orientation in Vietnam

Nguyen,

2024

5003

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“…Reviewing the broader literature, Li and Anderson (2020) found that this is an under-researched area and also that noncognitive outcomes have gained more research attention than students' cognitive outcomes in the STEM disciplines. Enhancing students' learning experiences within the affective domain is regarded as a significant goal of STEM education, arising from concerns about school students' lack of interest in these subject areas and the career aspirations they might support (Tytler, 2020).…”

Section: Student Experiences and Outcomesmentioning

confidence: 99%

Mathematics and interdisciplinary STEM education: recent developments and future directions

Goos,

Carreira,

Namukasa

2023

ZDM Mathematics Education

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This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

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Developing Teachers, Teaching, and Teacher Education for Integrated STEM Education

Anderson

2020

Advances in STEM Education

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Focusing on Students and Their Experiences in and Through Integrated STEM Education

Cited by 5 publications

References 15 publications

Developing problem-solving and creative competences for students through teaching biology with a stem education orientation in Vietnam

Developing problem-solving and creative competences for students through teaching biology with a stem education orientation in Vietnam

Mathematics and interdisciplinary STEM education: recent developments and future directions

Developing Teachers, Teaching, and Teacher Education for Integrated STEM Education

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