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Education Sciences
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STEM Education in the Classroom
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STEM Education in the Classroom

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 9930

Special Issue Editors

Dr. José Miguel Vílchez-González

E-Mail Website
Guest Editor
Department of Didactics of Experimental Sciences, Universidad of Granada, 18071 Granada, Spain
Interests: science education; STEM education; nature of science
Dr. Palma Tonda Rodríguez

E-Mail Website
Guest Editor
Los Pinos School in Algeciras, 1205 Algeciras, Cádiz, Spain
Interests: competency maps; educational evaluation; STEM skills
Prof. Dr. José Luis Lupiáñez Gómez

E-Mail Website
Guest Editor
Department of Didactics of Mathematics, Universidad of Granada, 18071 Granada, Spain
Interests: STEM education; mathematics education; teachers training
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Until recently, when the term STEM was used, one would have to define the meaning of the acronym and recount its emergence and evolution in varying depths; it is now a commonly used term in the educational field. Much research has been carried out regarding STEM since its inception, and it no longer needs to be defined or presented. Although the term is well known, methods of planning and evaluating designs under the STEM educational approach are not. A consensus has not been reached regarding what a didactic proposal must be to be considered STEM, and little research has been carried out on the benefits that these can have for students.

Much remains to be done, as it is expected that this educational approach will continue to be the norm for some time. Hence, it is advantageous to include it in teacher training and continue to investigate its design and impact on learning. This is why we invite you to publish your research in this Special Issue, dedicated to STEM education.

Manuscripts with the following approaches are welcome:

  • Papers, theoretical or empirical, that advance the development of the STEM education approach.
  • Systematic reviews that bring together knowledge gained regarding specific issues related to the STEM education model.
  • Educational innovations focused on STEM education with a rigorous evaluation of their impact on student learning.
  • Didactic proposals based on STEM education oriented to teacher training, which have been implemented and have produced reliable learning outcomes.

We look forward to receiving your contributions.

Dr. José Miguel Vílchez-González
Dr. Palma Tonda Rodríguez
Prof. Dr. José Luis Lupiáñez Gómez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEM education
  • STEM curriculum
  • STEM attitudes
  • STEM learning
  • STEM literacy
  • STEM skills

Published Papers (4 papers)

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Research

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22 pages, 3694 KiB  
Article
Culturally Relevant STEM (CReST): An Integrated Support Curriculum for High School Chemistry and World History
by James K. Ferri and Rachel Sparks White
Educ. Sci. 2024, 14(2), 182; https://doi.org/10.3390/educsci14020182 - 10 Feb 2024
Viewed by 1601
Abstract
Convergence education, driven by compelling or complex socio-scientific problems, is an approach to bring cultural relevance into secondary STEM education. National trends show the need to increase the STEM workforce by leveraging educational research and innovative practices within the secondary level to increase [...] Read more.
Convergence education, driven by compelling or complex socio-scientific problems, is an approach to bring cultural relevance into secondary STEM education. National trends show the need to increase the STEM workforce by leveraging educational research and innovative practices within the secondary level to increase student interest prior to graduating high school. We introduced CReST (Culturally Relevant STEM) in a US high school pilot study. Student participants included 276 Chemistry students and 19 World History I students. The study also engaged four (4) high school teachers in chemistry and social studies with the challenge of cultural heritage conservation through the lens of the (physicochemical) life cycle of mural paintings in Europe. Teachers were provided with (1) professional development; (2) a digital curriculum; and (3) modular kits for hands-on learning. The research focused qualitatively on the experiences from the teacher and students as well as quantitatively to assess whether there was an increase in student academic performance. We found a statistically significant gain with respect to Chemistry (4.0%) and World History (13.4%) content. Students and teachers responded with overwhelming positivity in individual and focus-group interviews. This amplifies the further need of convergent educational approaches in high school STEM education to enhance engagement and increase student learning. Full article
(This article belongs to the Special Issue STEM Education in the Classroom)
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17 pages, 265 KiB  
Article
Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development
by Angelina E. Castagno, Pradeep Max Dass, Darold H. Joseph, Chesleigh Keene and Crystal Macias
Educ. Sci. 2023, 13(8), 825; https://doi.org/10.3390/educsci13080825 - 11 Aug 2023
Viewed by 1144
Abstract
This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here [...] Read more.
This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here we focus specifically on our work in science, technology, engineering, and mathematics (STEM) content areas. Our work is situated explicitly within the literatures on Indigenous education, Native Nation Building, and culturally responsive schooling, but we also draw broadly on research in STEM education and teacher professional development. The research question explored in this paper is: To what extent and in what ways do teachers in the DINÉ develop STEM curriculum units that evidence culturally responsive principles and STEM education best practices? We share findings from three cohorts of teachers in the DINÉ’s STEM-focused professional development seminars. Teacher-authored curriculum units developed in the DINÉ were analyzed with two specific protocols: the CRAIS Tool, and the SCOOP notebook. Finally, we look closely at the curriculum units written by a single teacher in the DINÉ across the three years in order to get a clearer understanding of the nuances and richness of the findings and themes reported from the aggregate data. Full article
(This article belongs to the Special Issue STEM Education in the Classroom)
14 pages, 986 KiB  
Article
Use of Technological Resources for the Development of Computational Thinking Following the Steps of Solving Problems in Engineering Students Recently Entering College
by Ronald Paucar-Curasma, Klinge Orlando Villalba-Condori, Jorge Mamani-Calcina, David Rondon, Mario Gustavo Berrios-Espezúa and Claudia Acra-Despradel
Educ. Sci. 2023, 13(3), 279; https://doi.org/10.3390/educsci13030279 - 05 Mar 2023
Cited by 1 | Viewed by 1751
Abstract
In this work, the authors propose the use of technological resources to develop computational thinking following the steps or phases of problem-solving for first-year students. During the development of the activities using technological resources (Arduino board, sensors, electronic devices, and mBlock) the students [...] Read more.
In this work, the authors propose the use of technological resources to develop computational thinking following the steps or phases of problem-solving for first-year students. During the development of the activities using technological resources (Arduino board, sensors, electronic devices, and mBlock) the students carried out activities, such as algorithm development and programming of the Arduino board and sensors from a friendly and playful interface such as the mBlock, as well as the debugging of programs until obtaining the expected results. These activities had an impact on the cognitive processes, practices, and technological perspectives of the students. Causality has been shown to exist between computational thinking skills and problem-solving phases in an environment of engineering students entering college. For the analysis of the relationship between computational thinking skills and problem-solving, Pearson’s statistical correlation test was used through SPSS software. Full article
(This article belongs to the Special Issue STEM Education in the Classroom)
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Review

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27 pages, 5982 KiB  
Review
Analysis of Scratch Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines
by Pablo Dúo-Terrón
Educ. Sci. 2023, 13(4), 404; https://doi.org/10.3390/educsci13040404 - 16 Apr 2023
Cited by 5 | Viewed by 4289
Abstract
Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering [...] Read more.
Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education. Full article
(This article belongs to the Special Issue STEM Education in the Classroom)
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