This article provides an overview of science, technology, engineering, mathematics, and medical sciences (STEMM) talent development from first exposure to a STEMM domain to achieving eminence and innovation. To this end, a resource-oriented model of STEMM talent development is proposed as a framework. It includes a three-stage phase model based on Bloom (1985), with the main focus on interest development in the first stage, skill acquisition toward expertise and excellence in the second stage, and style formation toward eminence and innovation in the final stage. A literature review shows that from an educational perspective, each phase is mainly characterized by the focus that Bloom postulated. However, it is important that all three stages (i.e., interest development, skill acquisition, and style formation) occur in a stage-typical manner. To explain how these primary objectives of STEMM development can be supported through STEMM talent education, Ziegler and Stoeger's (2011) educational and learning capital framework is used in the proposed resource-based model. A literature review shows that consistent provisioning of the resources specified in the model is necessary for individuals to complete a learning pathway to STEMM eminence and innovation.

中文翻译：

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吸引和培养 STEMM 人才以实现卓越和创新

本文概述了从首次接触 STEMM 领域到实现卓越和创新的科学、技术、工程、数学和医学 (STEMM) 人才发展。为此，提出了以资源为导向的STEMM人才发展模型作为框架。它包括基于布鲁姆（1985）的三阶段模型，第一阶段主要侧重于兴趣发展，第二阶段侧重于专业知识和卓越的技能获取，最后阶段侧重于卓越和创新的风格形成。文献综述表明，从教育的角度来看，每个阶段主要以布鲁姆假设的焦点为特征。然而，重要的是所有三个阶段（即兴趣发展、技能习得和风格形成）都以阶段典型的方式发生。为了解释如何通过 STEMM 人才教育来支持 STEMM 发展的这些主要目标，在提议的基于资源的模型中使用了 Ziegler 和 Stoeger（2011）的教育和学习资本框架。文献综述表明，持续提供模型中指定的资源对于个人完成 STEMM 卓越和创新的学习途径是必要的。