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Subject integration and theme evolution of STEM education in K-12 and higher education research

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  • Zehui Zhan

    (South China Normal University
    Cognition and Education Sciences (South China Normal University))

  • Shijing Niu

    (South China Normal University)

Abstract

Over the past two decades, the field of STEM education has produced a wealth of research findings. This study systematically reviewed the published literature from the perspective of subject integration and theme evolution, considering both K-12 and higher education. It was found that STEM education originated from higher education, but the main emphasis is gradually shifting to the K-12 stage. There were mainly sixteen subjects involved in STEM education, showing the gradual in-depth integration of science, engineering, technology, math, humanities, and social sciences, in which humanism is increasingly emphasized. Culture is a new perspective for understanding the diversity of participants, which also gives STEM education a distinctive regional character. In addition, in the K-12 stage, research related to computer science and art stands out alongside the four main subjects, demonstrating relatively even distribution across research themes. Conversely, in higher education, engineering, and chemistry garner considerable attention, with research themes predominantly concentrated on learning outcomes and social relevance. On a holistic scale, researchers exhibit a pronounced interest in learning outcomes, yet relatively less emphasis is placed on pedagogical aspects. Regarding prospective trends, there should be a heightened focus on the cultivation of students’ thinking competencies, students’ career development, and pedagogy.

Suggested Citation

  • Zehui Zhan & Shijing Niu, 2023. "Subject integration and theme evolution of STEM education in K-12 and higher education research," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-02303-8
    DOI: 10.1057/s41599-023-02303-8
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    References listed on IDEAS

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    1. Sdenka Zobeida Salas-Pilco & Kejiang Xiao & Jun Oshima, 2022. "Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review," Sustainability, MDPI, vol. 14(20), pages 1-17, October.
    2. Heejoo Suh & Sunyoung Han, 2019. "Promoting Sustainability in University Classrooms Using a STEM Project with Mathematical Modeling," Sustainability, MDPI, vol. 11(11), pages 1-22, May.
    3. Louis S. Nadelson & Janet Callahan & Patricia Pyke & Anne Hay & Matthew Dance & Joshua Pfiester, 2013. "Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(2), pages 157-168, February.
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    Cited by:

    1. Haozhe Jiang & Ritesh Chugh & Xuesong Zhai & Ke Wang & Xiaoqin Wang, 2024. "Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: a qualitative case study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-16, December.
    2. Baocui Min & Faizan Alam & Wei Zhao & Jinhong Tao, 2024. "Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.

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