Identifying the roles of technology: a systematic review of STEM education in primary and secondary schools from 2015 to 2023

Sun, Daner; Zhan, Ying; Wan, Zhi Hong; Yang, Yuqin; Looi, Chee-Kit

doi:10.1080/02635143.2023.2251902

Cited by 7 publications

(3 citation statements)

References 82 publications

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“…While many studies suggest that a focus on engineering design is considered the best way to implement an integrated STEM curriculum (Moore et al, 2013;Householder & Hailey, 2012), Vietnamese teachers' awareness of factors related to engineering is still low. This is also the reason why engineering is said to be the least integrated subject among the four STEM fields (Sun et al, 2023). The technical element requires the integration of relevant scientific knowledge, http://ijlter.org/index.php/ijlter mathematical analysis and technological applications to carry out processes from design ideas to actual product output (Fan et al, 2021).…”

Section: Increase Teachers' Awareness Related To Technical Factorsmentioning

confidence: 99%

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Anh Mai,

Hoi Phan,

Phan

et al. 2023

IJLTER

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Science, Technology, Engineering, and Mathematics (STEM) education has been piloted by the Vietnamese Ministry of Education and Training for primary school teachers since 2022. This research aims to evaluate awareness, confidence and the correlation between those variables with the demographic factors of Vietnamese elementary school teachers after nearly a year of implementing integrated STEM teaching. This study used a questionnaire survey method consisting of 30 items on a 5-point Likert scale for 148 elementary school teachers in the Central and Central Highlands of Vietnam. Data was analysed using SPSS software. Descriptive statistics results showed that Vietnamese elementary school teachers have good awareness but lack confidence in STEM-integrated teaching. Correlation analysis showed a positive correlation between teachers’ awareness, confidence, and some demographic factors (educational level, work area). The outcomes of the one-way ANOVA analysis revealed a positive correlation: increased levels of teachers’ education corresponded to heightened awareness and confidence in STEM-integrated teaching. Additionally, teachers located in urban areas demonstrated greater awareness and confidence compared to their counterparts in rural countryside and highland areas.. Some recommendations to increase awareness and improve confidence in teaching STEM integration for Vietnamese elementary school teachers are presented at discuss session.

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Section: Increase Teachers' Awareness Related To Technical Factorsmentioning

confidence: 99%

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Anh Mai,

Hoi Phan,

Phan

et al. 2023

IJLTER

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“…Issues of which components of skills should be emphasized in 21st-century education are currently widely discussed and debated all around the world (Wahono et al, 2021;Lange et al, 2022;Alt & Raichel 2020;Hordern, 2023). Nevertheless, it should also be kept in mind that any effort to inculcate 21st Century Skills in teaching and learning science should be implemented in line with the development and findings from current international as well as national research (Kayan-Fadlelmula et al, 2022;Sun et al, 2023). Most school science textbooks did not stress practical knowledge that could be applied in everyday life (Alt & Raichel, 2020;Bwalya & Rutegwa, 2023;Care et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Students’ achievement of the 21st century skills in the process of teaching and learning biology among science students

Pamungkas,

Hadi Suwono,

Herawati Susilo

et al. 2023

JPBI

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Nearly one in five pupils in OECD nations do not possess the fundamental knowledge and abilities necessary to get by in today's communities (OECD, 2019), which is a sign of exclusion. There is an unfairness in that students from low socioeconomic origins are twice as likely to be low performers, suggesting that social or personal factors prevent them from fulfilling their educational potential. This study intends to investigate the achievement of the 21st Century Biology Skills Test (21CBST) and to compare it to students’ level of socio-economic status. The result (TIMSS) (2015) revealed that Indonesian students failed to achieve minimum standards in Science and Mathematics, with 33.3% achievement in science and 35% in mathematics for content domain and 33,3% in the cognitive domain. Comprising 37 multiple choice items, the 21st Century Biology Skills Test (21C-BST) includes representatives from five domains which are; i) Digital Age Literacy, ii) Inventive Thinking, iii) Effective Communication, iv) High Productivity, and v) Religion, Health and Civic. The respondents comprised 210 form students who took biology subject in school. The study revealed that students from high socio-economic status scored higher than their counterparts from low socioeconomic status. This paper concludes with some practical suggestions for improving students’ 21st-century skills, particularly within the context of biology teaching and learning.

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“…It focuses on developing critical thinking, problem-solving, and collaboration skills that are essential for success in various professions. According to Sun, Zhan, Wan, et al (2023)., "The integration of the Cybersecurity and Innovation Technology Journal, Vol.1, No.1, 2023, pp. 16-22 DOI.…”

Section: Introductionmentioning

confidence: 99%

Impact of Technology Integration in STEM Education

Triplett

2023

citj

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The challenge of preparing students for technology has prompted educators to increase technology in public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in classrooms. To understand teachers’ conceptions of technology integration, this research study explored definitions and importance of STEM education in technology and individuals’ attitudes toward incorporating technology int teaching. Through a qualitative analysis, we identified existing research gaps in the field, current challenges, benefits, and implication of technology integration in science teaching after instruction.

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Identifying the roles of technology: a systematic review of STEM education in primary and secondary schools from 2015 to 2023

Cited by 7 publications

References 82 publications

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Awareness and Confidence of Vietnamese Primary School Teachers towards STEM-Integrated Teaching Approach

Students’ achievement of the 21st century skills in the process of teaching and learning biology among science students

Impact of Technology Integration in STEM Education

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