Abstract

This study aimed to analyze articles published in the Web of Science database from 2012 to 2021 to examine the educational goals and instructional designs for STEM education. We selected articles based on the following criteria: (a) empirical research; (b) incorporating instructional design and strategies into STEM teaching; (c) including intervention; (d) focusing on K-12 education and on assessment of learning outcomes; and (e) excluding higher education and STEAM education. Based on the criteria, 229 articles were selected for coding educational goals and instructional designs for STEM education. The aspects of STEM educational goals were coded including engagement and career choice, STEM literacy, and twenty-first century competencies. The categories of instructional designs for STEM education were examined including design-based learning, inquiry-based learning, project-based learning, and problem-based learning. The results showed that engagement and career choices and STEM literacy were mainly emphasized in STEM education. Design-based learning was adopted more than inquiry-based, project-based, or problem-based learning, and this instructional design was mainly used to achieve STEM literacy. It is suggested that studies on twenty-first century competencies may require more research efforts in future STEM education research.

Details

Title
Exploring instructional design in K-12 STEM education: a systematic literature review
Author
Halawa, Suarman 1 ; Lin, Tzu-Chiang 2 ; Hsu, Ying-Shao 3   VIAFID ORCID Logo 

1  National Research and Innovation Agency, Research Center for Education, Jakarta, Indonesia 
2  National Kaohsiung University of Science and Technology, Center for Teacher Education, Kaohsiung, Taiwan (ISNI:0000 0004 6470 0890); National Kaohsiung University of Science and Technology, Center for the Liberal Arts, Kaohsiung, Taiwan (ISNI:0000 0004 6470 0890) 
3  National Taiwan Normal University, Graduate Institute of Science Education, Taipei, Taiwan (GRID:grid.412090.e) (ISNI:0000 0001 2158 7670) 
Pages
43
Publication year
2024
Publication date
Dec 2024
Publisher
Springer Nature B.V.
e-ISSN
21967822
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1186/s40594-024-00503-5
ProQuest document ID
3101008719
Copyright
© The Author(s) 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.