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Year 2022, Volume: 7 Issue: 4, 307 - 317, 06.10.2022

Hakan Ulum

https://doi.org/10.24331/ijere.1166620

Abstract

References

  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). A report on STEM education in Turkey: A provisional agenda or a necessity? Istanbul: Scala Publication. https://doi.org/10.13140/RG.2.1.1980.0801
  • Aranda, M. L., Guzey, S. S., & Moore, T. J. (2020). Multidisciplinary Discourses in an engineering design-based science curricular unit. International Journal of Technology and Design Education, 30(3), 507–529. https://doi.org/10.1007/s10798-019-09517-5
  • Banko, W., Grant, M. L., Jabot, M. E., McCormack, A. J., & O’Brien, T. (2013). Science for the next generation: Preparing for the new standards. National Science Teachers Association (NSTA) Press.
  • Barrett, B. S., Moran, A. L., & Woods, J. E. (2014). Meteorology meets engineering: an interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1(1), 1–7. https://doi.org/10.1186/2196-7822-1-6
  • Bedar, R. W. A.-H., & Al-Shboul, M. A. (2020). The effect of using STEAM approach on motivation towards learning among high school students in Jordan. International Education Studies, 13(9), 48–57. https://doi.org/10.5539/ies.v13n9p48
  • Boeve-de Pauw, J., Ardies, J., Hens, K., Wullemen, A., Van de Vyver, Y., Rydant, T., … Verbraeken, H. (2020). Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology. International Journal of Technology and Design Education, 2022(32), 825–843. https://doi.org/10.1007/s10798-020-09627-5
  • Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.20147
  • Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: a typology and four models of integration. International Journal of Educational Management, 34(6), 1063–1078. https://doi.org/10.1108/IJEM-01-2020-0035
  • Chiang, F. K., Chang, C. H., Wang, S., Cai, R. H., & Li, L. (2022). The effect of an interdisciplinary STEM course on children’s attitudes of learning and engineering design skills. International Journal of Technology and Design Education, 32(1), 55–74. https://doi.org/10.1007/s10798-020-09603-z
  • Dubosarsky Mia, and John, M. S., Florencia, and A., Susmitha, and W., & Ugur, and C. (2018). Seeds of STEM: The development of a problem-based STEM curriculum for early childhood classrooms. Içinde English Lyn & T. and Moore (Ed.), Early Engineering Learning (ss. 249–269). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-10-8621-2_12
  • Duran, M., Höft, M., Lawson, D. B., Medjahed, B., & Orady, E. A. (2014). Urban high school students’ IT / STEM learning: Findings from a collaborative inquiry- and design-based after school program. Journal of Science Education and Technology, 23(1), 116–137. https://doi.org/10.1007/s10956-013-9457-5
  • Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455–463
  • European Commision. (2016). Report on the assessment of Horizon 2020 implementation in view of its interim evaluation and the Framework Programme 9 proposal. Retreived on 23.04.2022 from https://www.europarl.europa.eu/doceo/document/A-8-2017-0209_EN.html
  • Fernández-Cézar, R., Garrido, D., & Solano-Pinto, N. (2020). Do science, technology, engineering and mathematics (STEM) experimentation outreach programs affect attitudes towards mathematics and science? A quasi-experiment in primary education. Mathematics, 8(9), 1490. https://doi.org/10.3390/math8091490
  • Fragkos, K. C., Tsagris, M., & Frangos, C. C. (2014). Publication bias in meta-analysis: confidence intervals for Rosenthal’s fail-safe number. International scholarly research notices, 2014, 1–17
  • French, D. A., & Burrows, A. C. (2018). Evidence of science and engineering practices in preservice secondary science teachers’ ınstructional planning. Journal of Science Education and Technology, 27(6), 536–549. https://doi.org/10.1007/s10956-018-9742-4
  • Friedman, A. D., Melendez, C. R., Bush, A. A., Lai, S. K., & McLaughlin, J. E. (2017). The young ınnovators program at the eshelman ınstitute for ınnovation: a case study examining the role of a professional pharmacy school in enhancing STEM pursuits among secondary school students. International Journal of STEM Education, 4(1), 1–7. https://doi.org/10.1186/s40594-017-0081-4
  • Gallant, C., Bork, P., Carpenter-Cleland, C., & Good, D. (2020). Examining the impact of a 2-day scientific conference on high school students’ interest in STEM and confidence in attending university. Canadian Journal of Science, Mathematics and Technology Education, 20(2), 376–387. https://doi.org/10.1007/s42330-020-00086-7
  • Gozuyesil, E., & Dikici, A. (2014). The effect of brain based learning on academic achievement: A meta-analytical study. Educational Sciences: Theory and Practice, 14(2), 642–648.
  • Han, H. (2017). The effects of mathematics-centered STEAM program on middle school students’ interest in STEM career and integrated problem solving ability. Communications of Mathematical Education, 31(1), 125–147. https://doi.org/10.7468/jksmee.2017.31.1.125
  • Honey, M. A., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. https://doi.org/10.17226/18612
  • Irish Department of Education. (2020). STEM Education 2020: Reporting on practice in early learning and care, primary and post-primary contexts.
  • Julià, C., & Antolí, J. Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. International Journal of Technology and Design Education, 29(2), 303–327. https://doi.org/10.1007/s10798-018-9441-8
  • Kazu, İ. Y., & Yalçın, C. K. (2021). The effect of STEM education on academic performance: A meta-analysis study. TOJET: The Turkish Online Journal of Educational Technology, 20(4), 101–116.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z
  • Kurt, S. Ç., Yıldırım, İ., & Cücük, E. (2018). The effects of blended learning on student achievement: A meta analysis study. Hacettepe University Journal of Education Faculty, 33(3), 776–802.
  • Lamptey, D. L., Cagliostro, E., Srikanthan, D., Hong, S., Dief, S., & Lindsay, S. (2021). Assessing the impact of an adapted robotics programme on interest in science, technology, engineering and mathematics (STEM) among children with disabilities. International Journal of Disability, Development and Education, 68(1), 1–16. https://doi.org/10.1080/1034912X.2019.1650902
  • Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting middle school teachers’ implementation of STEM design challenges. School Science and Mathematics, 116(4), 177–188. https://doi.org/10.1111/ssm.12172
  • Li, Y., Huang, Z., Jiang, M., & Chang, T. W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Educational Technology and Society, 19(3), 143–156.
  • Lie, R., Selcen Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104–117. https://doi.org/10.1007/s10956-018-9751-3
  • Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
  • Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160(2017), 92–106 Contents. https://doi.org/10.1016/j.jecp.2017.03.013
  • Mohr-Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., … Schroeder, D. C. (2014). Developing middle school students’ interests in STEM via summer learning experiences: See blue STEM camp. School Science and Mathematics, 114(6), 291–301. https://doi.org/10.1111/ssm.12079
  • Mustafa, N., Ismail, Z., Tasir, Z., & Mohamad Said, M. N. H. (2016). A meta-analysis on effective strategies for integrated STEM education. Advanced Science Letters, 22(12), 4225–4288. https://doi.org/10.1166/asl.2016.8111
  • Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014
  • Nathan, M. J., Wolfgram, M., Srisurichan, R., Walkington, C., & Alibali, M. W. (2017). Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. Journal of Educational Research, 110(3), 272–293. https://doi.org/10.1080/00220671.2017.1287046
  • Pigott, T. D., & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153
  • President’s Council of Advisors on Science and Technology (PCAST). (2010). Prepare and inspire: K-12 education in science, technology, engineering, and math (stem) for America’s future. Washington.
  • Ried, K. (2006). Interpreting and understanding meta-analysis graphs: A practical guide. Australian family physician, 35(8), 635–638.
  • Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/10.1080/1046560X.2017.1356671
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, assessment and adjustments, 1–7.
  • Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29(3), 493–512. https://doi.org/10.1007/s10798-018-9440-9
  • Sanders, M., & Wells, J. (2006). Integrative STEM education course Syllabi and instructional materials: STEM education foundations. Içinde STEM Educafion Trends & Issues, STEM Educafion Seminar.
  • Saraç, H. (2018). The effect of science, technology, engineering and mathematics-stem educational practices on students’ learning outcomes: A meta-analysis study. Turkish Online Journal of Educational Technology - TOJET, 17(2), 125–142.
  • Şen, S., & Yıldırım, İ. (2020). Meta-analysis applications with CMA. Ankara: Anı Publishing.
  • Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The effect of science, technology, engineering and mathematics (stem) program on students’ achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education, 1(1), 1–12. https://doi.org/10.29333/iejme/5885
  • Tamur, M., Fedi, S., Sennen, E., Marzuki, Nurjaman, A., & Ndiung, S. (2021). A meta-analysis of the last decade STEM implementation: What to learn and where to go. Içinde Journal of Physics: Conference Series (C. 1882, ss. 1–7). https://doi.org/10.1088/1742-6596/1882/1/012082
  • Thomas, M. E. (2013). The effects of an integrated STEM curriculum in fourt grade students’ mathematics achievement and attitudes. Trevecca Nazarene University. UNESCO. (2015). Education for all 2000-2015. Achievements and challenges, France. Retreived on 11.06.2022 from https://doi.org/10.1126/science.1128690
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  • Zhou, S. N., Zeng, H., Xu, S. R., Chen, L. C., & Xiao, H. (2019). Exploring changes in primary students’ attitudes towards science, technology, engineering and mathematics (STEM) across genders and grade levels. Journal of Baltic Science Education, 18(3), 466–480. https://doi.org/10.33225/jbse/19.18.466

A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students' attitudes

Year 2022, Volume: 7 Issue: 4, 307 - 317, 06.10.2022

Hakan Ulum

https://doi.org/10.24331/ijere.1166620

Abstract

The purpose of this meta-analysis is to combine the results of experimental research completed between 2012 and 2022 and to examine the effects of different integrated STEM approaches on the attitudes of elementary school children. In the meta-analysis for the study on the effects of several integrated STEM approaches on the attitudes of elementary school children, five studies were selected based on particular criteria. The study included subgroup analyses in addition to exposing the overall effect of various integrated STEM approaches on the attitudes of elementary school children. According to the research findings, the Hedges g value, which is calculated to be 0.279 for the total effect size of diverse integrated STEM approaches on the attitudes of elementary school pupils, shows a small influence. In addition, the results of the analysis revealed that the impacts of different integrated STEM approaches on the attitudes of primary school pupils did not differ according to grade levels, but differed according to attitude area and integration.

Keywords

STEM integration meta-analysis primary school

References

  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M. S., Öner, T., & Özdemir, S. (2015). A report on STEM education in Turkey: A provisional agenda or a necessity? Istanbul: Scala Publication. https://doi.org/10.13140/RG.2.1.1980.0801
  • Aranda, M. L., Guzey, S. S., & Moore, T. J. (2020). Multidisciplinary Discourses in an engineering design-based science curricular unit. International Journal of Technology and Design Education, 30(3), 507–529. https://doi.org/10.1007/s10798-019-09517-5
  • Banko, W., Grant, M. L., Jabot, M. E., McCormack, A. J., & O’Brien, T. (2013). Science for the next generation: Preparing for the new standards. National Science Teachers Association (NSTA) Press.
  • Barrett, B. S., Moran, A. L., & Woods, J. E. (2014). Meteorology meets engineering: an interdisciplinary STEM module for middle and early secondary school students. International Journal of STEM Education, 1(1), 1–7. https://doi.org/10.1186/2196-7822-1-6
  • Bedar, R. W. A.-H., & Al-Shboul, M. A. (2020). The effect of using STEAM approach on motivation towards learning among high school students in Jordan. International Education Studies, 13(9), 48–57. https://doi.org/10.5539/ies.v13n9p48
  • Boeve-de Pauw, J., Ardies, J., Hens, K., Wullemen, A., Van de Vyver, Y., Rydant, T., … Verbraeken, H. (2020). Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology. International Journal of Technology and Design Education, 2022(32), 825–843. https://doi.org/10.1007/s10798-020-09627-5
  • Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.20147
  • Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: a typology and four models of integration. International Journal of Educational Management, 34(6), 1063–1078. https://doi.org/10.1108/IJEM-01-2020-0035
  • Chiang, F. K., Chang, C. H., Wang, S., Cai, R. H., & Li, L. (2022). The effect of an interdisciplinary STEM course on children’s attitudes of learning and engineering design skills. International Journal of Technology and Design Education, 32(1), 55–74. https://doi.org/10.1007/s10798-020-09603-z
  • Dubosarsky Mia, and John, M. S., Florencia, and A., Susmitha, and W., & Ugur, and C. (2018). Seeds of STEM: The development of a problem-based STEM curriculum for early childhood classrooms. Içinde English Lyn & T. and Moore (Ed.), Early Engineering Learning (ss. 249–269). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-10-8621-2_12
  • Duran, M., Höft, M., Lawson, D. B., Medjahed, B., & Orady, E. A. (2014). Urban high school students’ IT / STEM learning: Findings from a collaborative inquiry- and design-based after school program. Journal of Science Education and Technology, 23(1), 116–137. https://doi.org/10.1007/s10956-013-9457-5
  • Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455–463
  • European Commision. (2016). Report on the assessment of Horizon 2020 implementation in view of its interim evaluation and the Framework Programme 9 proposal. Retreived on 23.04.2022 from https://www.europarl.europa.eu/doceo/document/A-8-2017-0209_EN.html
  • Fernández-Cézar, R., Garrido, D., & Solano-Pinto, N. (2020). Do science, technology, engineering and mathematics (STEM) experimentation outreach programs affect attitudes towards mathematics and science? A quasi-experiment in primary education. Mathematics, 8(9), 1490. https://doi.org/10.3390/math8091490
  • Fragkos, K. C., Tsagris, M., & Frangos, C. C. (2014). Publication bias in meta-analysis: confidence intervals for Rosenthal’s fail-safe number. International scholarly research notices, 2014, 1–17
  • French, D. A., & Burrows, A. C. (2018). Evidence of science and engineering practices in preservice secondary science teachers’ ınstructional planning. Journal of Science Education and Technology, 27(6), 536–549. https://doi.org/10.1007/s10956-018-9742-4
  • Friedman, A. D., Melendez, C. R., Bush, A. A., Lai, S. K., & McLaughlin, J. E. (2017). The young ınnovators program at the eshelman ınstitute for ınnovation: a case study examining the role of a professional pharmacy school in enhancing STEM pursuits among secondary school students. International Journal of STEM Education, 4(1), 1–7. https://doi.org/10.1186/s40594-017-0081-4
  • Gallant, C., Bork, P., Carpenter-Cleland, C., & Good, D. (2020). Examining the impact of a 2-day scientific conference on high school students’ interest in STEM and confidence in attending university. Canadian Journal of Science, Mathematics and Technology Education, 20(2), 376–387. https://doi.org/10.1007/s42330-020-00086-7
  • Gozuyesil, E., & Dikici, A. (2014). The effect of brain based learning on academic achievement: A meta-analytical study. Educational Sciences: Theory and Practice, 14(2), 642–648.
  • Han, H. (2017). The effects of mathematics-centered STEAM program on middle school students’ interest in STEM career and integrated problem solving ability. Communications of Mathematical Education, 31(1), 125–147. https://doi.org/10.7468/jksmee.2017.31.1.125
  • Honey, M. A., Pearson, G., & Schweingruber, H. (2014). STEM integration in K-12 education: status, prospects, and an agenda for research. STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. https://doi.org/10.17226/18612
  • Irish Department of Education. (2020). STEM Education 2020: Reporting on practice in early learning and care, primary and post-primary contexts.
  • Julià, C., & Antolí, J. Ò. (2019). Impact of implementing a long-term STEM-based active learning course on students’ motivation. International Journal of Technology and Design Education, 29(2), 303–327. https://doi.org/10.1007/s10798-018-9441-8
  • Kazu, İ. Y., & Yalçın, C. K. (2021). The effect of STEM education on academic performance: A meta-analysis study. TOJET: The Turkish Online Journal of Educational Technology, 20(4), 101–116.
  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z
  • Kurt, S. Ç., Yıldırım, İ., & Cücük, E. (2018). The effects of blended learning on student achievement: A meta analysis study. Hacettepe University Journal of Education Faculty, 33(3), 776–802.
  • Lamptey, D. L., Cagliostro, E., Srikanthan, D., Hong, S., Dief, S., & Lindsay, S. (2021). Assessing the impact of an adapted robotics programme on interest in science, technology, engineering and mathematics (STEM) among children with disabilities. International Journal of Disability, Development and Education, 68(1), 1–16. https://doi.org/10.1080/1034912X.2019.1650902
  • Lesseig, K., Nelson, T. H., Slavit, D., & Seidel, R. A. (2016). Supporting middle school teachers’ implementation of STEM design challenges. School Science and Mathematics, 116(4), 177–188. https://doi.org/10.1111/ssm.12172
  • Li, Y., Huang, Z., Jiang, M., & Chang, T. W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Educational Technology and Society, 19(3), 143–156.
  • Lie, R., Selcen Guzey, S., & Moore, T. J. (2019). Implementing engineering in diverse upper elementary and middle school science classrooms: Student learning and attitudes. Journal of Science Education and Technology, 28(2), 104–117. https://doi.org/10.1007/s10956-018-9751-3
  • Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
  • Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160(2017), 92–106 Contents. https://doi.org/10.1016/j.jecp.2017.03.013
  • Mohr-Schroeder, M. J., Jackson, C., Miller, M., Walcott, B., Little, D. L., Speler, L., … Schroeder, D. C. (2014). Developing middle school students’ interests in STEM via summer learning experiences: See blue STEM camp. School Science and Mathematics, 114(6), 291–301. https://doi.org/10.1111/ssm.12079
  • Mustafa, N., Ismail, Z., Tasir, Z., & Mohamad Said, M. N. H. (2016). A meta-analysis on effective strategies for integrated STEM education. Advanced Science Letters, 22(12), 4225–4288. https://doi.org/10.1166/asl.2016.8111
  • Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based stem professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168. https://doi.org/10.1080/00220671.2012.667014
  • Nathan, M. J., Wolfgram, M., Srisurichan, R., Walkington, C., & Alibali, M. W. (2017). Threading mathematics through symbols, sketches, software, silicon, and wood: Teachers produce and maintain cohesion to support STEM integration. Journal of Educational Research, 110(3), 272–293. https://doi.org/10.1080/00220671.2017.1287046
  • Pigott, T. D., & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153
  • President’s Council of Advisors on Science and Technology (PCAST). (2010). Prepare and inspire: K-12 education in science, technology, engineering, and math (stem) for America’s future. Washington.
  • Ried, K. (2006). Interpreting and understanding meta-analysis graphs: A practical guide. Australian family physician, 35(8), 635–638.
  • Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/10.1080/1046560X.2017.1356671
  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, assessment and adjustments, 1–7.
  • Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29(3), 493–512. https://doi.org/10.1007/s10798-018-9440-9
  • Sanders, M., & Wells, J. (2006). Integrative STEM education course Syllabi and instructional materials: STEM education foundations. Içinde STEM Educafion Trends & Issues, STEM Educafion Seminar.
  • Saraç, H. (2018). The effect of science, technology, engineering and mathematics-stem educational practices on students’ learning outcomes: A meta-analysis study. Turkish Online Journal of Educational Technology - TOJET, 17(2), 125–142.
  • Şen, S., & Yıldırım, İ. (2020). Meta-analysis applications with CMA. Ankara: Anı Publishing.
  • Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The effect of science, technology, engineering and mathematics (stem) program on students’ achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education, 1(1), 1–12. https://doi.org/10.29333/iejme/5885
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There are 53 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Hakan Ulum 0000-0002-1398-6935

Publication Date October 6, 2022
Published in Issue Year 2022 Volume: 7 Issue: 4

Cite

APA Ulum, H. (2022). A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. International Journal of Educational Research Review, 7(4), 307-317. https://doi.org/10.24331/ijere.1166620
AMA Ulum H. A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. IJERE. October 2022;7(4):307-317. doi:10.24331/ijere.1166620
Chicago Ulum, Hakan. “A Meta-Analysis of the Effects of Different Integrated STEM (science, Technology, Engineering, and Mathematics) Approaches on Primary students’ Attitudes”. International Journal of Educational Research Review 7, no. 4 (October 2022): 307-17. https://doi.org/10.24331/ijere.1166620.
EndNote Ulum H (October 1, 2022) A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. International Journal of Educational Research Review 7 4 307–317.
IEEE H. Ulum, “A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes”, IJERE, vol. 7, no. 4, pp. 307–317, 2022, doi: 10.24331/ijere.1166620.
ISNAD Ulum, Hakan. “A Meta-Analysis of the Effects of Different Integrated STEM (science, Technology, Engineering, and Mathematics) Approaches on Primary students’ Attitudes”. International Journal of Educational Research Review 7/4 (October 2022), 307-317. https://doi.org/10.24331/ijere.1166620.
JAMA Ulum H. A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. IJERE. 2022;7:307–317.
MLA Ulum, Hakan. “A Meta-Analysis of the Effects of Different Integrated STEM (science, Technology, Engineering, and Mathematics) Approaches on Primary students’ Attitudes”. International Journal of Educational Research Review, vol. 7, no. 4, 2022, pp. 307-1, doi:10.24331/ijere.1166620.
Vancouver Ulum H. A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students’ attitudes. IJERE. 2022;7(4):307-1.

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