STEM in the classroom: a scoping review of emerging research on the integration of STEM education within Australian schools

Abstract

The paper presents a scoping review of research that has been conducted on integrated STEM programmes in Australian schools over a 10-year period (2012–2022). It aims to determine how integrated STEM is being practiced. A total of 17 papers were chosen for review. The review explored the major characteristics of research that has been conducted on integrated STEM programmes in Australian schools, the teaching strategies used to teach integrated STEM and the reported impacts of these programmes. In fifteen of the papers experts from outside the school such as scientists and engineers, usually academics, were involved. Cooperative learning, project/problem-based learning and authentic experiences were the most common teaching strategies in a field characterised by positive learner outcomes. It is evident that teaching strategies are significant in the integration of STEM. Future research should focus on addressing issues of ecological validity, sustainability and scalability to ensure as many students as possible reap the benefits of high-quality STEM education.

Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

“…For example, student instructors perceived practical work in an authentic learning laboratory, including extended investigations, experiments, personal autonomy, and possibilities for co-working and peer feedback, professionally relevant; these features are associated with enhanced interest and motivation for learning [47,48]. Similarly, collaborative working, students' engagement, inquiry, and authentic experiences are essential featured to be taken into account in STEM education [18,19,26,45]. While learning these features and gaining new STEM-related educational experiences, the student instructors start to develop their STEM teacher identities [6].…”

“…The collaboration possibilities with researchers and companies were also present, even though it seems their full potential is not utilized. This directly addresses a key challenge in STEM education-the importance of cooperative learning and collaboration with other educators and partners and teachers' need for support in actualizing this [5,17,45].…”

“…These have strengthened the desire to act as a teacher and The Pedagogical expertise category includes a range of skills related to pPCK, with either a focus on science and chemistry education or general statements such as "pedagogical skills". Students reported increases in their general teaching proficiency and abilities to plan and design teaching sessions and guide students' learning, particularly with experimental hands-on activities and inquiry-based learning, which are seen important by researchers and teachers for STEM education [16,[18][19][20]45].…”

“…The Versatility in education category includes cases that highlight, for example, the integration of science education into everyday life or interdisciplinary approaches, as well as the skills necessary for implementing such approaches. Students noted creating connections between concepts and considering or choosing an appropriate everyday life context for education, which are relevant aspects of STEM education [19,26,45]. Additionally, this category encompasses mentions of acquiring new teaching materials and ideas as well as descriptions of teachers' ability to creatively plan and teach, such as developing new materials or implementing teaching methods flexibly, not solely relying on textbooks but incorporating new ideas and diverse perspectives.…”