To explore these trends and related issues in STEM education across time this paper analyzes the proceedings of a series of biennial International STEM in Education Conferences. With the rapid growth of the STEM education research field, it is crucial to keep track of changes as well as identify the overall trends of research focus. In the last decace, the number of publications in STEM education journals has significantly increased, and the field of STEM education research and the professional identity of many academic journals in STEM education have been consolidated ( Li et al., 2020). ![]() These educational reforms attempt to address the demands from global and local markets for a STEM-skilled workforce and skilled STEM educators ( Diekman and Benson-Greenwald, 2018 Sharma and Yarlagadda, 2018). ![]() Around the globe governments’ efforts and budgets have prioritized the elaboration of STEM policies to govern school science and mathematics, and STEM related research and education ( Freeman et al., 2019). Promoting a science, technology, engineering, and mathematics (STEM) education has been one of the main goals of recent educational reforms worldwide ( Madani and Forawi, 2019 Nugroho et al., 2019 Yamada, 2019). This analysis interprets the trend results in light of the issues in STEM education confronting various national jurisdictions. This highlights the need for STEM education research focused on institutions of higher education. Overall the analysis indicates a relatively low interest in postsecondary STEM education research, despite the growing demand for STEM professionals. Meanwhile, the United States showed the least difference in percentages between topics. Australian research focused on policy and curriculum K-12 teaching and learning and industry. China paid much less attention to these topics, while putting more emphasis on historical and epistemological perspectives on STEM, policy and curriculum, and K-12 teaching and learning. For instance, Canada dominated in the studies of culture, gender, and social issues and in postsecondary STEM education. The results also demonstrated the dominance of some topics over others among the countries that most contributed to the conferences. The results revealed trends in STEM education research, among which policy, curriculum, assessment K-12 teaching and learning, are dominant topics of research investigation, while postsecondary STEM teaching and learning are less investigated. Thus, the study conducted a descriptive analysis and discussion of the trends among these countries. Four countries were consistently the top four contributors: Australia, Canada, China, and the United States. In this analysis, 675 abstracts from five editions of the International STEM in Education Conference were coded into eight topics, followed by a descriptive analysis of the results. On the other hand, an analysis of research foci represented at international STEM conferences can be used as a source of the most recent trends in the field, and the developments of STEM education research across time and by national origins. Yet these papers might take months and sometimes years to get published. ![]() Peer-reviewed academic journals are traditional sources of high quality and established research. This paper reports on the results of a descriptive analysis of 675 publications included in the proceedings of five editions of the International Science, Technology, Engineering, and Mathematics in Education Conferences held in Australia, Canada, and China over 9 years between 20. Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC, Canada.Rodrigo Santos * David Anderson Marina Milner-Bolotin
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