scholarly journals Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

2020 ◽  
Vol 12 (6) ◽  
pp. 2279 ◽  
Author(s):  
Francisco-Javier Hinojo-Lucena ◽  
Pablo Dúo-Terrón ◽  
Magdalena Ramos Navas-Parejo ◽  
Carmen Rodríguez-Jiménez ◽  
Antonio-José Moreno-Guerrero
Keyword(s):  
Teaching And Learning ◽  
Web Of Science ◽  
Research Papers ◽  
Scientific Performance ◽  
New Era ◽  
Word Analysis ◽  
Science Technology ◽  
Women And Science ◽  
And Mathematics ◽  
Educational Field

Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the “STEM” concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on “women” and “science”. It can be concluded that the term “STEM” in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use.

scholarly journals STEAM in education: a bibliometric analysis of performance and co-words in Web of Science

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
José-Antonio Marín-Marín ◽  
Antonio-José Moreno-Guerrero ◽  
Pablo Dúo-Terrón ◽  
Jesús López-Belmonte
Keyword(s):  
Scientific Community ◽  
Teaching And Learning ◽  
Web Of Science ◽  
Field Education ◽  
Word Analysis ◽  
Science Technology ◽  
Analysis Of Performance ◽  
And Training ◽  
Over Time ◽  
The Web

Abstract Background Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. Method The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. Results The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. Conclusions It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

scholarly journals Breaking Boundaries: Pressing Issues in Equity, Computing, and Problem-Solving in STEM Undergraduate Education

2018 ◽  
Vol 4 (1) ◽  
pp. 2-12
Author(s):  
Anna Bargagliotti ◽  
Dorothea Herreiner ◽  
Jefrey A. Phillips
Keyword(s):  
Problem Solving ◽  
Undergraduate Education ◽  
National Science Foundation ◽  
Teaching And Learning ◽  
Main Research ◽  
Science Technology ◽  
The Common ◽  
Research Questions ◽  
And Mathematics ◽  
Education Conference

The April 2017 National Science Foundation-funded Breaking the Boundaries in STEM Education conference brought together Southern California science, technology, engineering and mathematics (STEM) faculty to explore equity, problem-solving, and computing in an interdisciplinary manner. Two main research questions guided the overall scope of the conference: (1) What are the common threads across disciplines to approach the teaching and learning of skills that are relevant in STEM? (2) What are the challenges and barriers that need to be overcome in order to foster collaboration across disciplines to impact the teaching and learning of skills relevant in STEM? We describe the background of the conference and provide an overview of the questions addressed.

scholarly journals Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

2019 ◽  
Vol 2019 ◽  
pp. 1-29 ◽  
Author(s):  
Alcardo Alex Barakabitze ◽  
Anangisye William-Andey Lazaro ◽  
Neterindwa Ainea ◽  
Michael Hamza Mkwizu ◽  
Hellen Maziku ◽  
...  
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Skills Training ◽  
Sub Saharan Africa ◽  
Education Systems ◽  
Science Technology ◽  
Challenges And Opportunities ◽  
Living Labs ◽  
Sub Saharan ◽  
And Mathematics

This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

scholarly journals Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2496
Author(s):  
Genaro de Gamboa ◽  
Edelmira Badillo ◽  
Digna Couso ◽  
Conxita Márquez
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Scientific Activity ◽  
Scientific Practices ◽  
Learning Sequence ◽  
Mathematical Connections ◽  
Science Technology ◽  
Real Population ◽  
And Mathematics ◽  
Mathematics And Science

In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections.

scholarly journals Expanding Opportunities for Science, Technology, Engineering and Mathematics Subjects Teaching and Learning: Connecting through Comics

2019 ◽  
Vol 26 (4) ◽  
pp. 127-133
Author(s):  
Mazlini Adnan ◽  
◽  
Jafri Malin Abdullah ◽  
Laili Farhana Md Ibharim ◽  
Tan Wee Hoe ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Science Technology ◽  
And Mathematics

scholarly journals Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

2021 ◽  
pp. 119-140
Author(s):  
Jesús López-Belmonte ◽  
Antonio-José Moreno-Guerrero ◽  
Santiago Pozo-Sánchez ◽  
José-Antonio Marín-Marín
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Teacher Perceptions ◽  
Scientific Community ◽  
Teaching And Learning ◽  
Web Of Science ◽  
Second Phase ◽  
Word Analysis ◽  
Australasian Journal ◽  
Technology In Learning

Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal & Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal has had throughout its existence in Web of Science. A bibliometric methodology was used, supported by a scientific mapping from a unit of analysis of 798 documents. For this reason, a co-word analysis can be a fundamental tool for understanding the characteristics of their production and their impact on the scientific community. There is an evident progressive evolution of the studies published in the Australasian Journal of Educational Technology, with a first phase focused on the design and implementation of educational technology in learning environments, a second phase focused on the enrichment of technology and its acceptance within the processes of teaching and learning, and finally a stage focused on student and teacher perceptions of the implementation of technology in the educational context. Implications for practice or policy: We have established a contextual framework to show researchers current trends in educational technology and delineate future lines of research. Those interested in this subject will have a set of bibliometric indicators to delve into the field of educational technology. Higher education teachers and students will discover the evolution of the use of technology in learning spaces.

Evidence: From Surveys

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Research Question ◽  
Reliability And Validity ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Science Technology ◽  
Course Material ◽  
And Mathematics ◽  
Knowledge Survey

Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.

A Content Analysis on Articles Using Twitter in Education

2021 ◽  
Vol 12 (1Sup1) ◽  
pp. 19-34
Author(s):  
Huseyin Bicen ◽  
Rustam Haidov
Keyword(s):  
Content Analysis ◽  
Information And Communication Technologies ◽  
Web Of Science ◽  
Communication Technologies ◽  
Huge Number ◽  
Research Papers ◽  
Document Type ◽  
New Era ◽  
Information And Communication ◽  
Subject Areas

In the new era, it is almost impossible to imagine a modern person without the information and communication technologies that fill his life. These technologies permeate all areas of activity, and education is no exception. Despite the huge number of research papers distributed on Twitter integrated into the fields of Education, there is a deficiency and lack of content analysis research papers. Thus, the search was conducted on the three major databases such as Web of Science, Scopus and the EBSCO with the keywords selected as “Twitter in Education”, the study thus was based on content analysis. All studies published on Web of Science, Scopus and the EBSCO were statistically analyzed according to the frequencies and percentages. The distribution of the studies was analyzed regarding the publication years, document type, subject areas, organizations, authors, languages, countries/territories, and the research methods. The findings of this study reveal the importance of Twitter in Education, especially in medicine, social sciences and computer sciences. The findings of this study also highlighted the considerable growth of popularity over the years.

Re–Valuing Constructed Knowledge

2014 ◽  
pp. 170-186
Author(s):  
Damon Cartledge
Keyword(s):  
Technology Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Clear Definition ◽  
Disciplinary Knowledge ◽  
Educational Structure ◽  
Construction Of Knowledge ◽  
Curriculum Model ◽  
Science Technology ◽  
And Mathematics

In this chapter, two issues are discussed that impact teaching and learning in technical and technology education. The issues are bound together by a concept of constructed knowledge and its inherent value. Knowledge constructed and operationalized in non–academic contexts is not well recognized in universities as having intellectual value. Developing knowledge that may be out of context from discipline homes can be misunderstood as lacking depth, when in fact they are highly complex arrangements of interdisciplinary constructed knowledge. The second issue is about how to conceptualize an educational structure in which this complex inter-disciplinary knowledge can be better recognized across educational divisions and strata. STEM (Science, Technology, Engineering, and Mathematics) is a well-established curriculum model that gives both clear definition/delineation (and cohesive purpose) to the interdependent discipline strands of the constructed knowledge under discussion. The chapter closes with an argument for a STE(A)M model, articulating the inclusion of an additional-alternative component for the Artist, Artisan, Artificer, Alchemist, Architect, and so forth, as a model to access, create, and re-value the construction of knowledge within universities of the 21st century.

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