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Education Sciences
Special Issues
Research and Innovation in STEM Education
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Research and Innovation in STEM Education

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

Deadline for manuscript submissions: closed (15 October 2023) | Viewed by 22895

Special Issue Editor

Dr. David Aguilera

E-Mail Website
Guest Editor
Faculty of Education Sciences, University of Granada, 18071 Granada, Spain
Interests: science education; STEM education; active methods

Special Issue Information

Dear Colleagues,

Bridging the gap between school and university is one of the main challenges we have to address in education research. Education quality requires that education is based on empirical evidence, while at the same time ensuring that education research addresses the needs and problems of the classroom. An example of the scarce transfer of knowledge in education is represented by the STEM education model. This emerging approach to education has permeated different education systems, as is the case in Spain. However, teachers do not have the necessary training and experience to effectively implement integrated teaching and learning processes. thus, the main aim of this Special Issue is to bring together knowledge on the application and effectiveness of teaching–learning models that integrate STEM (science, technology, engineering and mathematics) areas; teacher training in STEM education; and curriculum analysis. Therefore, this monograph is open to the participation of teachers, professors and researchers who carry out their teaching and/or research work in early childhood education, primary education, secondary education or university.

Manuscripts with the following focuses are welcome:

  • Systematic reviews that bring together knowledge obtained on a specific topic related to the STEM education model.
  • Educational innovations focused on STEM education and the rigorous evaluation of their impact.
  • Articles of a theoretical or empirical nature that advance the theoretical and practical development of the STEM educational approach.

I look forward to receiving your contributions.

Dr. David Aguilera
Guest Editor

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
  • effective instruction
  • teacher training
  • evidence-based education

Published Papers (7 papers)

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Research

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23 pages, 1011 KiB  
Article
Understanding Racially Minoritized Girls’ Perceptions of Their STEM Identities, Abilities, and Sense of Belonging in a Summer Camp
by Saki Milton, Marc T. Sager and Candace Walkington
Educ. Sci. 2023, 13(12), 1183; https://doi.org/10.3390/educsci13121183 - 24 Nov 2023
Cited by 1 | Viewed by 1509
Abstract
Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for [...] Read more.
Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for underrepresented racially minoritized (URM) students (Black, Latinx, low socioeconomic status) in STEM subjects. Shifting away from the leaky STEM pipeline analogy, researchers have posited contemporary understandings to explain why the minoritization of URM girls persists. Informal learning environments such as STEM summer camps are being studied to assess how URM girls experience and interact with STEM in novel ways. These environments can inform the research field about how URM girls’ perceptions of their STEM identities, abilities, efficacy, and belonging in STEM develop as they engage in those spaces. This mixed-method study used a multiple-case-study approach to examine how aspects of URM middle school girls’ STEM identities positively changed after participating in a one-week, sleep-away, single-gender STEM summer camp held at a university in the Southwestern U.S. Drawing on intersectionality and STEM identity, we used ecological systems theory to design our research study, examining how URM middle school girls narrate their STEM identities in this informal learning environment. Using quantitative analyses and deductive coding methods, we explored how elements of girls’ STEM identities were shaped during and after their participation in the STEM summer camp. Findings from our study highlight (1) quantitative changes in girl participants’ STEM identities, sense of belonging in STEM, and perceived STEM ability belief, (2) qualitative results supporting our quantitative findings, and (3) how the intersectionality of participants’ race and gender played a role in their STEM identities. This study points to the potential of STEM informal learning camps as a way of developing and fostering URM girls’ STEM identities. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)
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15 pages, 1222 KiB  
Article
Introducing Virtual Reality and Emerging Technologies in a Teacher Training STEM Course
by Francisco Silva-Díaz, Rafael Marfil-Carmona, Romina Narváez, Alicia Silva Fuentes and Javier Carrillo-Rosúa
Educ. Sci. 2023, 13(10), 1044; https://doi.org/10.3390/educsci13101044 - 17 Oct 2023
Viewed by 1436
Abstract
In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although [...] Read more.
In recent years, the adoption of emerging technologies in education (ETE) has significantly grown. However, the effective integration of these technologies remains challenging as many educators have not been afforded the professional/career readiness to properly acknowledge and use them as educational tools. Although the STEM approach has gained prominence in science education, it still requires proper teacher readiness for successful implementation. In this study, with design-based research and mixed-method approaches, a ten-session program for prospective teachers was developed and evaluated to foster the necessary skills and knowledge to effectively integrate different technological resources in STEM education. The program aims to bridge the gap between technology and pedagogy, empowering educators to maximize the use of ETE to enrich learning experiences. The main conclusions emphasize the significance of technology-centric education for future educators, stressing the necessity for teacher training programs that align technological potential with practical classroom applications. Integrating emerging technologies supports contemporary pedagogical approaches like STEM education, promoting active student participation and problem-solving skills. To fully harness emerging technologies’ potential, educators need training and support. Developing comprehensive training pathways for these technologies is vital to narrow the gap between technology and effective educational integration. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)
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24 pages, 903 KiB  
Article
Preservice Elementary Teachers Conceptions and Self-Efficacy for Integrated STEM
by Deepika Menon, Deef A. A. Shorman, Derek Cox and Amanda Thomas
Educ. Sci. 2023, 13(5), 529; https://doi.org/10.3390/educsci13050529 - 22 May 2023
Cited by 1 | Viewed by 2076
Abstract
Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of [...] Read more.
Educational reform efforts have emphasized preparing highly competent and confident preservice teachers to deliver effective K-12 Science, Technology, Engineering, and Mathematics (STEM) instruction. Self-efficacy is a key variable that influences motivation and performance, and therefore it is necessary to support the development of preservice teachers’ integrated STEM teaching self-efficacy. This mixed-methods study investigates how preservice elementary teachers’ integrated STEM teaching self-efficacy is shaped during their participation in a newly redesigned STEM semester consisting of three concurrent methods courses (science and engineering, mathematics, and technology methods courses). The quantitative data sources included the Self-efficacy for Teaching Integrated STEM instrument administered as a pre- and post-test, demographic, and open-ended questionnaire. The qualitative data sources included STEM identity letters, integrated STEM models, and STEM growth reflections. Quantitative results showed statistically significant positive gains in integrated STEM-teaching self-efficacy from the beginning to the end of the semester. The results from the content analysis also revealed positive shifts in PSTs’ conceptions and attitudes about STEM. Notably, having a similar discourse across the three parallel-running methods courses provided a suitable context for preservice teachers to develop a shared understanding of integrated STEM. Implications for preservice STEM teacher preparation and research are discussed. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)
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21 pages, 305 KiB  
Article
STEM Education in Early Years: Challenges and Opportunities in Changing Teachers’ Pedagogical Strategies
by Wai Man Vivienne Leung
Educ. Sci. 2023, 13(5), 490; https://doi.org/10.3390/educsci13050490 - 12 May 2023
Cited by 5 | Viewed by 9597
Abstract
In recent years, there have been growing calls to include STEM education in early childhood (EC). This has created new challenges for EC teachers as they try to find ways to integrate STEM content and pedagogical strategies into school-based curricula. This study interviewed [...] Read more.
In recent years, there have been growing calls to include STEM education in early childhood (EC). This has created new challenges for EC teachers as they try to find ways to integrate STEM content and pedagogical strategies into school-based curricula. This study interviewed 24 EC teachers to understand their roles in implementing STEM education in preschool classrooms. The qualitative interviews explored changes in teachers’ roles and challenges before and after integrating STEM-related activities. The study revealed that the STEM education process is a dynamic one, and that the role of EC teachers is changing from one delivering teacher-centered knowledge to one fostering STEM-related learning in children. The research findings indicate that EC teachers face various challenges when implementing STEM education. The transformation of the teacher’s role during STEM classroom practices when encountering a range of challenges is discussed. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)
23 pages, 3772 KiB  
Article
Conceptions and Attitudes of Pre-School and Primary School Teachers towards STEAM Education in Spain
by Jairo Ortiz-Revilla, Ángela Ruiz-Martín and Ileana M. Greca
Educ. Sci. 2023, 13(4), 377; https://doi.org/10.3390/educsci13040377 - 06 Apr 2023
Cited by 3 | Viewed by 2150
Abstract
STEAM education postulates integrated problem-solving-based learning of its disciplines. Although positive results are being reported, there are some difficulties with its implementation. The purpose of this research is to analyze the conceptions and attitudes of Early Childhood and Primary School teachers in Spain [...] Read more.
STEAM education postulates integrated problem-solving-based learning of its disciplines. Although positive results are being reported, there are some difficulties with its implementation. The purpose of this research is to analyze the conceptions and attitudes of Early Childhood and Primary School teachers in Spain towards this educational approach, as well as to determine the initial relationship with their training and experience. A multiple case study with 11 teachers was conducted using a reflection protocol, a photo-elicitation, and a semi-structured interview. All teachers presented an integrated profile. Although they explicitly acknowledged cognitive, affective, and logistical obstacles, a positive relationship was detected between their level of training, experience in STEAM education, and conception of STEAM. Based on this evidence, some recommendations are proposed to optimize the conceptions of the STEAM approach and the usual practices of the teaching staff. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)
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13 pages, 292 KiB  
Article
Teachers’ Readiness to Implement STEM Education: Psychometric Properties of TRi-STEM Scale and Measurement Invariance across Individual Characteristics of Greek In-Service Teachers
by Theano Papagiannopoulou, Julie Vaiopoulou and Dimitrios Stamovlasis
Educ. Sci. 2023, 13(3), 299; https://doi.org/10.3390/educsci13030299 - 13 Mar 2023
Cited by 5 | Viewed by 1998
Abstract
The integration of STEM—Science, Technology, Engineering, and Mathematics—education in the curricula has become a priority in contemporary education, where teachers have a decisive role. Thus, research has focused on teachers’ readiness for STEM education, where the prerequisite is to ensure valid measurements. In [...] Read more.
The integration of STEM—Science, Technology, Engineering, and Mathematics—education in the curricula has become a priority in contemporary education, where teachers have a decisive role. Thus, research has focused on teachers’ readiness for STEM education, where the prerequisite is to ensure valid measurements. In this study, we present the psychometric properties of the TRi-STEM scale, validated to measure teachers’ readiness in implementing STEM education. The proposed scale was based on questionnaires that appeared in the literature, and the final form was adopted and refined for Greek in-service teachers (N = 494), via exploratory and confirmatory factor analyses. TRi-STEM comprises four dimensions: affective conditions (AC), cognitive conditions (CC), self-efficacy (SE), and STEM commitment (SC). The reliability measures of the four factors were AC (α = 0.972/ω = 0.972), CC (α = 0.976/ω = 0.976), SE (α = 0.934/ω = 0.935), and SC (α = 0.886/ω = 0.885), and confirmatory factor analysis showed a satisfactory fit [χ2(249) = 981.287, p < 0.001, TLI = 0.942, CFI = 0.948, GFI = 0.993, NNFI = 0.942, RMSEA = 0.078 (0.073–0.083), and SRMR = 0.062]. In addition, measurement invariance was carried out for gender, age, years of service, school level, and university degrees. The TRi-STEM scale is an essential and applicable tool to ensure validity in educational research and support further hypotheses testing. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)

Other

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10 pages, 229 KiB  
Commentary
STEM Education in Australia: Impediments and Solutions in Achieving a STEM-Ready Workforce
by Brendan Bentley, Rob Sieben and Paul Unsworth
Educ. Sci. 2022, 12(10), 730; https://doi.org/10.3390/educsci12100730 - 21 Oct 2022
Cited by 6 | Viewed by 2689
Abstract
Recent government and industry priorities have led to a call to raise the quality of STEM learning to meet the future needs of industry and workforce skills. In Australia, education jurisdictions have responded to this challenge. Consequently, education is now considered critical in [...] Read more.
Recent government and industry priorities have led to a call to raise the quality of STEM learning to meet the future needs of industry and workforce skills. In Australia, education jurisdictions have responded to this challenge. Consequently, education is now considered critical in developing the skills required to meet these future needs. However, several significant issues have hindered STEM education’s advancement. These impediments if not resolved may impact Australia’s future STEM workforce and subsequent economic prosperity. This paper seeks to address some of the key impediments identified within the research literature by making a series of recommendations that provide insight into possible improvement to help recalibrate future STEM education initiatives and support Australia’s long-term economic growth. Full article
(This article belongs to the Special Issue Research and Innovation in STEM Education)
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