Subject integration and theme evolution of STEM education in K-12 and higher education research

Over the past two decades, the field of STEM education has produced a wealth of research findings. This study systematically reviewed the published literature from the perspective of subject integration and theme evolution, considering both K-12 and higher education. It was found that STEM education...

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Vydané v:Humanities & social sciences communications Ročník 10; číslo 1; s. 781 - 13
Hlavní autori: Zhan, Zehui, Niu, Shijing
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Springer Nature B.V 01.12.2023
Springer Nature
Predmet:
Career development
Chemistry
Classification
Computer assisted research
Computer science
Cultivation
Cultural differences
Educational research
Engineering
Environmental science
Higher education
Humanism
Humanities
Interdisciplinary aspects
Keywords
Learning
Learning outcomes
Mathematics education
Problem solving
Science and technology
Science education
Social sciences
STEM education
Students
Teaching
Technology education
Trends
Wealth
United States > US
ISSN:2662-9992, 2662-9992
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Shrnutí:Over the past two decades, the field of STEM education has produced a wealth of research findings. This study systematically reviewed the published literature from the perspective of subject integration and theme evolution, considering both K-12 and higher education. It was found that STEM education originated from higher education, but the main emphasis is gradually shifting to the K-12 stage. There were mainly sixteen subjects involved in STEM education, showing the gradual in-depth integration of science, engineering, technology, math, humanities, and social sciences, in which humanism is increasingly emphasized. Culture is a new perspective for understanding the diversity of participants, which also gives STEM education a distinctive regional character. In addition, in the K-12 stage, research related to computer science and art stands out alongside the four main subjects, demonstrating relatively even distribution across research themes. Conversely, in higher education, engineering, and chemistry garner considerable attention, with research themes predominantly concentrated on learning outcomes and social relevance. On a holistic scale, researchers exhibit a pronounced interest in learning outcomes, yet relatively less emphasis is placed on pedagogical aspects. Regarding prospective trends, there should be a heightened focus on the cultivation of students’ thinking competencies, students’ career development, and pedagogy.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:2662-9992
2662-9992
DOI:10.1057/s41599-023-02303-8