The Effects of STEM and Other Innovative Interdisciplinary Practices on Academic Success, Attitude, Career Awareness: A Meta-Synthesis Study

Year 2021, Volume: 6 Issue: 1, 27 - 39, 04.01.2021

Agah Tuğrul Korucu , Kadir Kabak

Abstract

Today, the number of researches about STEM education, which is brought to the forefront by innovative interdisciplinary approaches, has been increasing over the years and each research is carried out in different areas, regions for different purposes. When these studies are examined, it is thought that the studies can be gathered under certain headings and themes and a broad perspective about the studies can be presented. We reached 186 works in the framework of STEM and other innovative approaches worldwide, except for Turkey. 48 of these studies from 21 different countries, written in 4 different languages, were selected between 2009-2019. These studies were evaluated in 9 different themes and 24 sub-concepts. These studies include all partners (students, teachers, parents and others) of the education system. The impact of innovative interdisciplinary practices on students' academic achievement, scientific process skills and career awareness is positive. Gender is an important factor in perception and attitudes. In-school and out-of-school activities are effective in acquiring 21st century skills. Education partner’s attitude towards innovative interdisciplinary approaches is positive. In some studies, limitations such as physical space, time and cost disrupted
the realization of activities and sometimes it was a negative situation that the teachers did not have the necessary training formation and felt inadequate for these activities. Existing curricula, which are shaped within the framework of knowledge-based examination system, were also seen as another limiting factor. At the end of the research, suggestions were made to all partners of the education system for the research and applications to be carried out in innovative interdisciplinary fields.

Keywords

STEM, STEAM, interdisciplinary approach, innovative applications, meta synthesis

References

• Achilleos, A. P., Mettouris, C., Yeratziotis, A., Papadopoulos, G. A., Pllana, S., Huber, F., &Dinnyes, A. (2018). SciChallenge: a social media aware platform for contest-based STEM education and motivation of young students. IEEE Transactions on Learning Technologies, 12(1), 98-111.
• Affleck, F. (2018). Enabling Innovation throughMindset: Private Schools in Dubai, United Arab Emirates.
• Armknecht, M. P. (2015). Case study on the efficacy of an elementary STEAM laboratory school (Doctoral dissertation, Lindenwood University).
• Blotnicky, K. A., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International journal of STEM education, 5(1), 22.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., &Demirel, F. (2017). Bilimsel araştırma yöntemleri [Scientific Research Methods in Education]. Pegem Atıf İndeksi, 1-360.
• Chonkaew, P., Sukhummek, B., & Faikhamta, C. (2016).Development of analytical thinking ability and attitudes towards science learning of grade-11 students through science technology engineering and mathematics (STEM education) in the study of stoichiometry. Chemistry Education Research and Practice, 17(4), 842-861.
• Cohen, J. D., Renken, M., & Calandra, B. (2017). Urban Middle School Students, Twenty-First Century Skills, and STEM-ICT Careers: Selected Findings from a Front-End Analysis. TechTrends, 61(4), 380-385.
• Cole, P. (2016). Measuring the Effectiveness of Software-Based Training to Improve the Spatial Visualization Skills of Students in STEM Disciplines in Higher Education Institutions.
• Demirel, T. (2010). Bloglarin Öğretim Amaçli Kullanimi Üzerine Öğretmen Adaylarinin Görüşleri [Teachers' Opinions on the Use of Blogs for Teaching Purposes]. Unpublished master’s thesis, Atatürk Üniversitesi, Erzurum, Turkey.
• Egli, S. (2012).Using STEM education to promote 21st century math skills. Unpublished master dissertation, Minot State University, North Dakota.
• Ejiwale, J. A. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63-74.
• Sayary, E., & Adel, A. M. (2014). The Effectiveness of Problem-Based Learning Strategy in STEM Education for Enhancing Students’ 21st Century-Skills (Doctoral dissertation, The British University in Dubai (BUiD)).
• El-Deghaidy, H., & Mansour, N. (2015). Science teachers’ perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51-54.
• Flick, A. (2019). The Effects of Flipped Learning in the Sixth-grade Mathematics Classroom (Doctoral dissertation, Missouri Baptist University).
• Gibson, J. J. (2017). An Assessment of Factors Relating to High School Students' Science Self-Efficacy (Doctoral dissertation, Pepperdine University).
• Gumaelius, L., & Nymark, T. (2017). The Technology-Eight Competition: An analysis of Year 8 Students’ Quiz Results. NorDiNa: Nordic Studies in Science Education.
• Heck, C. (2017). Integração de tecnologia no ensino de físicanaeducaçãobásica: um estudo de casoutilizando a experimentaçãoremotamóvel (Doctoral dissertation, Universidade Federal de Santa Catarina).
• Hsu, Y. S., Lin, Y. H., & Yang, B. (2017). Impact of augmented reality lessons on students’ STEM interest. Research and Practice in Technology Enhanced Learning, 12(1), 1-14.
• Hunter, J. E., & Schmidt, F. L. (2004). Methods of meta-analysis: Correcting error and bias in research findings. Sage.
• Jones, C. A. (2018). Perceptions of Students on the Impact of Science, Technology, Engineering, and Mathematics Integration on High School Career Choices (Doctoral dissertation, Tennessee State University).
• Jeong, S., & Kim, H. (2015).The Effect of a Climate Change Monitoring Program on Students' Knowledge and Perceptions of STEAM Education in Korea. EURASIA Journal of Mathematics, Science & Technology Education, 11(6), 1321-1338.
• Kang, H., Calabrese Barton, A., Tan, E., D Simpkins, S., Rhee, H. Y., & Turner, C. (2018). How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers. Science Education, 103(2), 418-439.
• Kim, M. K., & Cho, M. K. (2015). Design and implementation of integrated instruction of mathematics and science in Korea. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 3-15.
• King, D., & English, L. D. (2016). Engineering design in the primary school: Applying STEM concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762-2794.
• Knezek, G., Christensen, R., Tyler-Wood, T., &Periathiruvadi, S. (2013).Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM. Science Education International, 24(1), 98-123.
• Kong, Y. T., &Huo, S. C. (2014). An effect of STEAM activity programs on science learning interest. Advanced Science and Technology Letters, 59, 41-45.
• Koul, R., Fraser, B., & Nastiti, H. (2018). Transdisciplinary instruction: Implementing and evaluating a primary-school STEM teaching model. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 26(8). 17-29.