Key Definitions of STEM Education: Literature Review

Abstract

This literature review aims to identify common theme in STEM education and to find out the scope of STEM education from previous studies that would provide information to researchers as well as the stakeholders on how they should focus on the implementation of STEM education. The author creates the research questions, "What are the common themes in STEM education?" and "What are scopes in STEM education that can cover the common themes based on the literature reviews?". The literature search in electronic databases was conducted through the Education Resources Information Center, Scopus, Web of Science and Google Scholar using the varieties of Keyword such as "STEM education", "STEM Implementation", "STEM definitions", "Instruction", "Curriculum", "Major", "Career". The author concludes that the definitions of STEM education depend on the stakeholders in the implementation. Four key definitions and three scopes that cover those key definitions based on literature reviews are found and discussed.

Environmental Immersion and Mobile Filmmaking for Science Education: a New Zealand Pilot Study

“…There is an argument that a transformation from conventional teacher-centred learning to active studentcentred learning, as occurred in our study through the use of mobile filmmaking, should have brought positive benefits to both groups, irrespective of their degree of environmental immersion, in terms of attitudes to science (Hasanah, 2020). While, indeed, both the Immersion and Control groups of students professed that they enjoyed filmmaking as a form of communication and learning, it was striking from a pedagogical perspective that this did not in itself enhance their attitudes to science.…”

Ecological Plunging and Wireless Filming for Science Education: A New Zealand Pilot Experimeent

“…Observational results from Hadzigeorgiou (2016) is that students in schools with comparable age to those in this sample were committed to science topics while teachers intentionally encouraged admiration. One point is that, as happened with the usage of mobile video, transition from traditional teacherbased education to successful student-based training could have benefited all classes, regardless of their extent of environmental plunging, as regards scientific perceptions (Hasanah 2020). Although both Immersion and Control participants had been understood to like filming as a means of contact and education, from a pedagogical viewpoint, it was surprising that they did not develop their perspectives about science.…”

Simulated Computer Adaptive Testing Administration with Remote Proctoring for Offsite Assessment in Mathematics

“…Computer Adaptive Testing (CAT) is one of such improvements as the difficulty of the items is adapted to the performance level of the candidate resulting in enhanced accuracy in ability placement. CAT is an assessment improvement that presents items to candidates adaptively based on their ability levels (Thompson, 2011;Rezaie & Golshan, 2015).As such, CAT is regarded as an innovation in educational assessment suitable for Mathematics as a crosscutting subject and relevant to skills sets required for survival in the 21 st century (Hasanah, 2020). Accuracy in ability estimation, together with increased test security, better control of item exposure, better balancing test content areas for all ability levels, makes CAT suitable for standardized testing (Linacre, 2000).Some administrative advantages of CAT are flexible test management and immediate feedback, which may motivate examinees, the use of ability level appropriate items for testing which may reduce test anxiety, flexible testing schedules, and reduced testing time with research showing that CAT can reduce testing time by 50% resulting in cost-saving benefits (Wise & Kingsbury, 2000;Thompson, 2011;Ogunjimiet al, 2021).Also, the pre-evaluation of CAT performance is of relevance.…”