Fig 1 - available via license: Creative Commons Attribution 4.0 International
Content may be subject to copyright.
Source publication
With the completion of six publication cycle years (August 2014 to July 2020), the International Journal of STEM Education has achieved important milestones in promoting the identity of STEM education as a distinct field. In this editorial, I specifically share the journal’s achievements since August 2019 and its emerging trends in leading research...
Similar publications
In Nigeria, much efforts have been made to improve the status of Science, Technology, Engineering and Mathematics (STEM) education. These revolve around policy uptake and financial commitment. However, the dearth of studies that investigate influence of education budget and enrolment on the development of STEM education created impetus for this stu...
In this exploratory case study, the assessment methods planned and used in Egyptian STEM schools were explored. The purpose of the study was to explore the relationship between the ideals provided in STEM education both from research and policy documents and the actual assessment strategies used both at the classroom and state level in order to und...
How can STEM education be enriched by means of digital technology? This key question was addressed by the “Research On STEM Education in the Digital Age” conference (ROSEDA). It took place in Porto from February 23 to 25, 2023, and focused on teaching and learning of science, technology, engineering, and mathematics with digital technology. During...
Citations
... While there have been positive reports on the outcomes of integrated STEM initiatives (e.g., Hobbs et al., 2018), there are relatively few longitudinal evaluation reports on the implementation of STEM programmes-a situation aggravated by funding within STEM that tends to be focused on single disciplines (e.g., Li et al., 2020). Of those programmes that claim successful outcomes, factors that seem key are interdisciplinary collaboration and the sharing of knowledge between and across faculties/departments (e.g., Lane et al., 2022;Li, 2020;Wang et al., 2020), positive teachers' dispositions and beliefs (Dong et al., 2020;El Nagdi et al., 2018;Goos et al., 2020), the provision of time and support for the acquisition of new capabilities (e.g., with digital tools) (Hollman et al., 2019;)-all necessary for teachers and students to develop integrated STEM identities (e.g., Galanti & Holincheck, 2022). The lack of longitudinal data about students' attainment of relevant knowledge, understanding, skills, values, attitudes, engagement and participation following STEM interventions is compounded by limited research into the influence of teacher attitudes and school context on the implementation of STEM integration (Hudson et al., 2015;Thibaut et al., 2018) and challenges associated with the assessment of student learning in interdisciplinary STEM education (Gao et al., 2020), making it difficult to draw valid conclusions (Chachashvili-Bolotin et al., 2016). ...
... Over the years, I have summarized and shared the journal's publication performance based on the journal's publication cycle (PC) year that started in August 2014 (Li, 2018(Li, , 2019(Li, , 2020(Li, , 2021. These yearly editorials aimed to keep the journal's broad international readership updated about the journal's performance and its growth, which reflected the rapid development of STEM (science, technology, engineering and mathematics) education research and the journal's international reach. ...
... Both the measures of Elsevier's Scopus and Clarivate's IF show the consistent and steady improvement of the journal's publication citation performance over the past several years. Specifically, the journal's publication citation performance in the eighth PC year provides a further confirmation about the journal's leadership in sharing and promoting STEM education research internationally as discussed before (Li, 2020(Li, , 2021. ...
... For articles published in 2019-2020, Table 1 shows the top 10 most-cited publications in descending order for IF year 2021. It is clear that the vast majority of these 10 most-cited publications in 2019-2020 are on diverse topics in STEM education rather than one of the component disciplines of STEM, consistent with what was noticed before from examining the highly cited publications in previous editorials (Li, 2020(Li, , 2021. The result further confirms the journal's original publication emphasis on STEM education (Li, 2014). ...
The International Journal of STEM Education went through eight publication cycle years from August 2014 to July 2022. The journal continues its growth trends in terms of multiple performance measures, reflecting on-going development of STEM education research and the journal’s international leadership. In this editorial, I share the journal’s development up to and including its eighth publication cycle year (August 2021–July 2022), and discuss the diversity trends in multiple dimensions including authorship and research topics reflected in the journal’s publications.
... Several editorials were published before to provide publication reviews both yearly (e.g., Li, 2018bLi, , 2019Li, , 2020Li, , 2021a and over a period of the journal's first 5 years . The yearly reviews were based on the journal's publication cycle year (e.g., August 2020 to July 2021 as the 7th publication cycle year). ...
... Moreover, the steady increase in the journal's publications after 2019 suggests that the pandemic did not impact scholarly productivity in STEM education research, in contrast to what some researchers observed about research production decrease in other fields of study (see Marín-Marín, et al., 2021). The growing number of publications in STEM education was noted previously in the journal's yearly editorials (Li, 2020(Li, , 2021a, and also reported in the Journal for STEM Education Research (Li, 2021b). ...
In this study, we reviewed publications in the International Journal of STEM Education from 2014 to 2021 to gain a glimpse of STEM education research trends in terms of authorship and topics. We analyzed publication quantities and types, authors’ profession, research topics and school levels, and the top 10 most-cited publications over the years. The results provide some encouraging indications of the expanded engagement and dynamic development in publication authorship and topics in STEM education research worldwide.
... Proudly, China has gained significant theoretical and practical achievements in STEM education in the past decade. Except the trend continued with international publication (Li, 2020), STEM-related topics abound in diverse Chinese educational academic conferences and journals, and scholars' enthusiasm for STEM education has expanded to all school stages (Fig. 1). Especially in primary and secondary schools, substantial research and practical exploration have been conducted. ...
STEM education has been extensively recognized by the Chinese government and the public nationally. However, there is no consistent terminology for naming STEM education in China, which leads to confusion about the use of STEM label in practice. Meanwhile, STEM-related evaluation has not received sufficient consideration by the Chinese government except for the Ministry of Education. In addition, macro-regulation and policy support at the national level in STEM education are limited, especially for vulnerable groups, contrasting with the United States. In order to fully release the enormous potential in developing science and technology, four approaches to reforming China’s STEM-related actions are discussed: (1) China should develop a consensus terminology based on national conditions as well as international communication. (2) China’s K-12 education should move forward along with four levels of STEM education and gradually reach the corresponding thinking degrees. (3) A multi-party collaborative service mechanism should be established. (4) It is critical to establish a school culture and environment that supports the integrated implementation of STEM-related education, including targeted instruction and training for vulnerable populations. In the future, a systematic top-level design is expected to promote the development of Chinese STEM education.
... In previous editorials (Li, 2018a(Li, , 2019(Li, , 2020, I summarized the journal's performance in publications over its first four-, five-, and then six-publication cycle (PC) years since August 2014, respectively. The journal's steady growth and performance over the years reflected the rapid development of STEM (science, technology, engineering and mathematics) education research and the journal's international reach. ...
... Both the measures from Elsevier's Scopus and Clarivate's Web of Science clearly indicate the steady improvement of the journal's publication citation performance over the past several years. Specifically, the journal's publication citation performance in the seventh PC year provides a further confirmation about the journal's leadership in promoting STEM education research internationally as discussed before (Li, 2020). ...
... For articles published in 2020, Table 2 shows the top 10 most-cited publications in descending order. Consistent with what we can learn from the most-cited publications in 2019 (Li, 2020), the vast majority of these 10 most-cited publications in 2020 are again about STEM rather than one of the component disciplines of STEM. The result further confirms what we learned before about the journal's publication focus on STEM education in previous years . ...
The International Journal of STEM Education went through seven publication cycle years from August 2014 to July 2021. The journal’s performance has consistently reflected the rapid development in STEM education research internationally. In this editorial, I share the journal’s performance since August 2020 and discuss possible future developments.
... It clearly indicates the journal's international reach to readers and scholars interested in STEM education research around the world. To learn further about readers' interest, it would be helpful to identify and examine some most-accessed articles as I did in other reviews (e.g., Li, 2020;Li et al., 2019a). However, this journal has only a few articles published with open access. ...
With the completion of its first three years (2018 to 2020), the Journal for STEM Education Research has made steady progress with its commitment to promote high-quality research in STEM education. In this editorial, I specifically share the journal’s performance in terms of its publication growth, access and citation metrics, and possible development in the future. The review reveals the journal’s continued development in publications and impact with on-going strong support from researchers and readers worldwide.
... Primary school is one of the levels of education that lasts for 6 years and is the lowest level of formal education that will greatly determine the students' character [1]. In this early stage students get the knowledge and cultivates values they need in their life because basic education aimed to develop the minimum quality that must be possessed by every human in accordance to the demand of changes in the local, national and global community. ...
Clock reading is a very important skill for students however there are still students that finds clock reading difficult to understand. Technology can help students to understand mathematics concepts. This research developed a learning media using the research and development method and the ADDIE framework. The sample of this research are 87 students from Bandung, Indonesia. The learning media is made based on the analysis of teachers’ and students’ difficulties on clock reading. The result of this research shows that Hawgent dynamic mathematics software can help students to understand clock reading. The learning media also received a positive response from the students. During the teaching and learning process, students were more active in answering the teachers’ questions and were able to follow the instruction given. This research proved that technology can help students in various aspects that includes getting students’ attention so that they more focused in learning mathematics. The use of technology can be used for various topics in various grades.
... STEM education has various meanings internationally (English, 2016;Hallström & Schönborn, 2019;Kelley & Knowles, 2016;Leung, 2020;Li, 2020;Li & Anderson, 2020;Li et al., , 2020aYata et al., 2020). STEM education can be viewed as individual disciplinary-based education separately in science, technology, engineering and mathematics (Li, 2018;Li et al., 2020a). ...
Background
Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. However, very few studies explore the connections between teacher emotions and their professional identities against the background of education reforms, especially in Asian contexts. There is an increasing emphasis on STEM as an education reform in China and the world, and a deep understanding of STEM teacher emotions and professional identities is necessary in the fast development of STEM education. This study examined how a STEM teacher emotionally constructed her professional identities under the STEM education reform.
Methods
This is a 3-year longitudinal case study employing a narrative inquiry approach with one STEM teacher in China. Data collection included one in-depth, semi-structured interview, three conversations, personal emotional diaries, and correspondence records. A four-step data analysis was conducted.
Results
Three major themes reflecting the participant’s emotional professional identities emerged, including “an interested but confused learner”, “an enthusiastic but nervous explorer”, and “an excited but unsatisfied mentor”. In the participant’s experiences as a learner, explorer, and mentor, positive and negative emotions were always intertwined. These helped construct and shape her professional identities and encouraged her to be the best STEM teacher that she could be.
Conclusion
This study provides a series of vivid and dynamic pictures of a STEM teacher’s emotions and professional identities against the background of STEM education reform in China from a 3-year longitudinal perspective. It also indicates the personal, social, cultural, and contextual factors that could have strong effects on teachers’ emotional experiences and the construction of professional identities. Furthermore, this study reveals that three processes (i.e., the process of education changes, the process of creating new or multiple professional identities, and the generation process of teacher emotions) could be intertwined and developed together.
Current learning problems affect the low scientific literacy and creativity of students, so an approach is needed that is able to link science, technology, and society. The era of 21st century education and the development of the 2013 curriculum requires students to be creative and independent, so that they can improve better learning outcomes. This study aims to determine the differences in students' scientific literacy and creativity through the implementation of the STEM approach at SMP Negeri 2 Sigli. The research method used was pre- experimental with one group pretest posttest design. The research instrument consisted of scientific literacy questions, student creativity observation sheets and interview sheets. The results showed that the implementation of the STEM approach could improve students' scientific literacy with an average N-gain 0.74 in the high category. The average difference test results obtained a significance value of 0.000 0.05, meaning that there are differences in scientific literacy after the implementation of the STEM approach. This proves that the STEM approach can improve students' scientific literacy and student creativity as measured by three indicators. The three indicators measured are generating, planning and, producing, so that the scores obtained from the three indicators are included in the high category. The conclusion in this study is that students' scientific literacy and creativity increase through the STEM approach
Este artigo apresenta o resultado de uma investigação realizada com o Programa de Pós-Graduação em Ensino de Ciências, Tecnologias, Engenharia e Matemática, da Universidade Estadual do Rio Grande do Sul (PPGSTEM / UERGS), com o objetivo de evidenciar o caminho percorrido por um grupo de pesquisa. na concepção, criação e gestão de um curso de pós-graduação. A partir de questionários respondidos pelas duas turmas do curso e de um grupo focal realizado com professores e alunos do curso, foram investigadas três dimensões previstas na concepção do curso: (i) Contexto acadêmico; (ii) a realidade local; (iii) internacionalização e contexto institucional. A investigação mostrou que as dimensões i e ii estão em bom nível de institucionalização no curso, enquanto a dimensão iii precisa ser fortalecida nas próximas ações do curso, embora já tenha havido importantes ações internacionais de professores e alunos. Os resultados também mostram o quão significativo é avaliar continuamente o PPG, bem como revisitar e problematizar seus objetivos iniciais ao longo do processo de gestão
