ABSTRACT

Background

With the rapid advancement of technology, science, technology, engineering, and mathematics (STEM) education has undergone significant transformations through the integration of various technologies. Studies are needed to provide a birds-eye view of the technology-oriented STEM education for identifying current status, development trends, and future directions.

Purpose

This review aims to explore the characteristics of technology-oriented STEM education in primary and secondary schools, focusing on its status, regional contributions, subject domains, integration levels, outcomes, types of technologies, and research methods.

Methods

To conduct this review study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method was utilized, leading to the identification of 127 empirical studies from databases and selected journals.

Results and conclusion

The results, based on a combination of research methods, revealed a notable increase in empirical studies on technology-oriented STEM education. Among the STEM subjects, more than half of the studies emphasized the integration of a single STEM subject, with interdisciplinary integration being dominant. Engineering was observed to be the least integrated subject among the four STEM areas. Learning objectives in the studies emphasized 21st-century skills and STEM skills, while affective research mainly focused on interests, attitudes, and engagement. Student-centered learning, such as inquiry-based learning and game-based learning, along with engineering design, emerged as the most commonly adopted pedagogical approaches. In the realm of technology tools, computational tools were found to be widely embraced in technology-oriented STEM education. Notably, the majority of studies targeted students in upper primary and junior secondary schools, employing mixed research methods. These findings hold significant implications for the design and implementation of technology-oriented STEM education at primary and secondary school levels.

中文翻译：

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识别技术的作用：2015年至2023年中小学STEM教育的系统回顾

摘要

背景

随着技术的快速进步，科学、技术、工程和数学（STEM）教育通过各种技术的整合发生了重大变革。需要研究对技术导向的STEM教育进行鸟瞰，以确定其现状、发展趋势和未来方向。

目的

本综述旨在探讨中小学技术导向的STEM教育的特征，重点关注其现状、区域贡献、学科领域、融合水平、成果、技术类型和研究方法。

方法

为了进行这项综述研究，采用了系统评价和荟萃分析的首选报告项目方法，从数据库和选定的期刊中确定了 127 项实证研究。

结果与结论

基于多种研究方法的结果表明，以技术为导向的 STEM 教育的实证研究显着增加。在STEM学科中，超过一半的研究强调单一STEM学科的整合，其中跨学科整合占主导地位。据观察，工程学是四个 STEM 领域中综合性最低的学科。研究中的学习目标强调21世纪技能和STEM技能，而情感研究主要关注兴趣、态度和参与度。以学生为中心的学习，例如基于探究的学习和基于游戏的学习，以及工程设计，成为最常用的教学方法。在技​​术工具领域，计算工具被广泛应用于以技术为导向的 STEM 教育中。值得注意的是，大多数研究针对小学高年级和初中学生，采用混合研究方法。这些发现对于中小学以技术为导向的 STEM 教育的设计和实施具有重要意义。