Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education

Autor/inn/en	Thibaut, Lieve; Ceuppens, Stijn; De Loof, Haydée; De Meester, Jolien; Goovaerts, Leen; Struyf, Annemie; Boeve-de Pauw, Jelle; Dehaene, Wim; Deprez, Johan; De Cock, Mieke; Hellinckx, Luc; Knipprath, Heidi; Langie, Greet; Struyven, Katrien; Van de Velde, Didier; Van Petegem, Peter; Depaepe, Fien
Titel	Integrated STEM Education: A Systematic Review of Instructional Practices in Secondary Education
Quelle	In: European Journal of STEM Education, 3 (2018) 1, Artikel 2 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	STEM Education; Secondary Education; Teaching Methods; Problem Based Learning; Inquiry; Design; Cooperative Learning; Literature Reviews; Learning Theories; Course Content; Thinking Skills + Suchen Sie Ihr Suchwort? STEM; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Learning theory; Lerntheorie; Kursprogramm; Denkfähigkeit
Abstract	The shortage of graduates in Science, Technology, Engineering and Mathematics (STEM) has led to numerous attempts to increase students' interest in STEM. One emerging approach that has the potential to improve students' motivation for STEM is integrated STEM education. Nonetheless, the implementation of this new instructional strategy is not straightforward due to the lack of consensus about instructional practices in integrated STEM. This paper contributes to this challenge by providing a well-defined framework for instructional practices in integrated STEM in secondary education, based on the results of a systematic review of existing literature. The framework contains five key principles: integration of STEM content, problem-centered learning, inquiry-based learning, design-based learning and cooperative learning. The proposed framework has several benefits, including its applicability in the classroom and the possibility to describe integrated STEM on multiple dimensions. Nonetheless, further research is necessary to investigate the effects of integrated STEM on students' cognitive and affective learning outcomes. (As Provided).
Anmerkungen	Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01