A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics
Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-09-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/9/1028 |
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| author | Ane Portillo-Blanco Hanne Deprez Mieke De Cock Jenaro Guisasola Kristina Zuza |
| author_facet | Ane Portillo-Blanco Hanne Deprez Mieke De Cock Jenaro Guisasola Kristina Zuza |
| author_sort | Ane Portillo-Blanco |
| collection | DOAJ |
| description | Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by a loss of cohesion in the interpretations of its theoretical basis and by an ongoing discussion on integrated STEM education’s foundations, making its understanding, translation into real projects, and evaluation difficult to undertake. Published articles defining a STEM theoretical framework have different descriptions, so the aim of this systematic literature review is to analyse these explanations and compare them with each other. Following the PRISMA 2020 guidelines, 27 articles of interest about STEM and STEAM education were obtained and analysed with a focus on the principles and characteristics described in the texts. After organising the information and analysing the similarities and differences in the principles and characteristics, we concluded that there is great consensus on the principles of “integration”, “real-world problems”, “inquiry”, “design”, and “teamwork”. Nonetheless, this review identifies areas of discussion regarding both the principles and their characteristics that invite further analysis to refine our understanding of what integrated STEM education should entail. |
| format | Article |
| id | doaj-art-e4e654bd8dec4a78b597c910cee2ae46 |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e4e654bd8dec4a78b597c910cee2ae462025-08-20T01:55:30ZengMDPI AGEducation Sciences2227-71022024-09-01149102810.3390/educsci14091028A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and CharacteristicsAne Portillo-Blanco0Hanne Deprez1Mieke De Cock2Jenaro Guisasola3Kristina Zuza4Department of Applied Physics, Gipuzkoa Engineering Faculty, University of the Basque Country (UPV/EHU), 20018 Donostia, SpainFaculty of Engineering Science, KU Leuven, 3000 Leuven, BelgiumLeuven Engineering and Science Education Center (LESEC), KU Leuven, 3000 Leuven, BelgiumSchool of Dual Engineering, Machine Tool Institute (IMH), 20870 Elgoibar, SpainDepartment of Applied Physics, Gipuzkoa Engineering Faculty, University of the Basque Country (UPV/EHU), 20018 Donostia, SpainIntegrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by a loss of cohesion in the interpretations of its theoretical basis and by an ongoing discussion on integrated STEM education’s foundations, making its understanding, translation into real projects, and evaluation difficult to undertake. Published articles defining a STEM theoretical framework have different descriptions, so the aim of this systematic literature review is to analyse these explanations and compare them with each other. Following the PRISMA 2020 guidelines, 27 articles of interest about STEM and STEAM education were obtained and analysed with a focus on the principles and characteristics described in the texts. After organising the information and analysing the similarities and differences in the principles and characteristics, we concluded that there is great consensus on the principles of “integration”, “real-world problems”, “inquiry”, “design”, and “teamwork”. Nonetheless, this review identifies areas of discussion regarding both the principles and their characteristics that invite further analysis to refine our understanding of what integrated STEM education should entail.https://www.mdpi.com/2227-7102/14/9/1028STEM educationintegrationtheoretical frameworksprinciplessystematic literature reviewprimary and secondary education |
| spellingShingle | Ane Portillo-Blanco Hanne Deprez Mieke De Cock Jenaro Guisasola Kristina Zuza A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics Education Sciences STEM education integration theoretical frameworks principles systematic literature review primary and secondary education |
| title | A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics |
| title_full | A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics |
| title_fullStr | A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics |
| title_full_unstemmed | A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics |
| title_short | A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics |
| title_sort | systematic literature review of integrated stem education uncovering consensus and diversity in principles and characteristics |
| topic | STEM education integration theoretical frameworks principles systematic literature review primary and secondary education |
| url | https://www.mdpi.com/2227-7102/14/9/1028 |
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