Much of the current discussion regarding STEM revolves around an.economic rather than educational agenda. The purpose of this Systematic Qualitative Literature Review is to examine available research, in peer-reviewed journal articles (2000–present), regarding science, technology, engineering, or mathematics (STEM) integration in preschool and primary school contexts (children 4–12 years of age). To do so we encourage educators and researchers to (a) focus on authentic interdisciplinary approaches rather than the siloed approaches evident in the existing research and (b) use a teaching approach such as problem-based or project-based learning that provide opportunities for authentic integration. Findings from this research suggest that there is still much work to be done to move from scenarios where STEM integration is claimed but is not evident in practice. The article then answers three research questions regarding the: (1) level of integration evident in the studies (2) role of engineering in any such integration and (3) teaching approaches used in the studies. To provide context, the article initially presents descriptive findings (date and country of research, age of participants, research setting, and research methodologies used) in the 60 research articles that are included for analysis. This article reports findings from a Systematic Qualitative Literature Review concerning STEM education for children aged 4–12 in formal education contexts. In addition, a broad-reaching review on STEM integration has not been conducted in the past 10 years. robotics, or digital games, or Early childhood, or Teacher perspectives. In the last 5 years, there have been several literature reviews or meta-analyses investigating various aspects of STEM education however, they have investigated a specific aspect of STEM, e.g.
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