Abstract thought in STEM education: an integrative literature review

Abstract

Purpose

Abstract thought builds the basis for problem-solving and knowledge consolidation across the disciplines of science, technology, engineering, and mathematics (STEM). Scientists across these fields acknowledge its significance and have approached the topic from their distinct perspectives, and yet, in STEM, there is a lack of a unified understanding and definition of abstraction.

Methods

To bridge this gap, in this study we employed the integrative literature review methodology to identify the most relevant literature in STEM education and unify the literature into a comprehensive model of abstraction for STEM.

Results

Abstraction is a process of consolidation common to all STEM fields. Starting from a specific point of view, empirical and reflective abstraction strategies, such as reduction, pattern recognition, generalization, interiorization, encapsulation, and coordination, work in parallel to manipulate objects across the concrete-abstract continuum. Beyond, we identified six discrete levels of abstraction in STEM and aligned the new model to the prevalent discourses on modeling, representation, problem-solving, and computational thinking.

Conclusion

Our model of abstraction for STEM contributes to a unified understanding of STEM education by highlighting the fundamental role that abstraction plays across all disciplines. In doing so, this study provides a foundational framework that can inform curriculum development and interdisciplinary teaching approaches across STEM.