The purpose of the current study is to draw an outline of empirical research studies conducted on STEM education with a focus on student achievement, in addition to their creativity and problem solving skills, attitudes and interests towards STEM subjects. After an initial screening of several articles, papers and dissertations on STEM education, 33 studies are selected according to their fit into our research framework. These selected studies are exposed to analysis and synthesis processes in line with the stages of meta-synthesis research method to specify and present findings under the specified themes. The findings include the strong alignment between STEM education principles and international comparison studies, such as PISA/TIMSS, as well as a positive impact of STEM education on student achievement at school and on their attitudes towards individual STEM disciplines. There is also evidence to support that interventions that follow STEM education principles reinforce students’ problem solving and creativity. Keywords: STEM education, meta-synthesis studies, science and mathematics education

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An Analyses and Meta-Synthesis of Research on STEM Education.

The positive impact of Science, Technology, Engineering, and Mathematics (STEM) programs on student achievement, attitude, interest, communication skills and problem-solving has alerted the education community to reform instructional approaches in STEM subjects. This meta-analysis study aims to analyze previous studies’ results of STEM program impacting students’ mathematics achievement. The criteria for inclusion of literature in the meta-analysis were: published between 1998 and 2017, employed experimental research design, and reported data necessary for computing effect sizes. Based on the Hedges-g effect size values, three of the studies were categorized into the large effect category (n=3), two studies were classified under the medium effect group (n=2), and twelve studies were considered to be small effect sizes (n=12). The overall weighted average effect size was 0.242 with a corresponding p-value of 0.023 demonstrating that STEM had an impact on student mathematics achievement. However, no evidence was found concerning the impact of STEM program on students’ mathematics achievement based on the three moderator variables: education level, publication source, and length of intervention. Limitations and implications of the study were discussed.

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The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students’ Achievement in Mathematics: A Meta-Analysis

In the study, a meta-analysis study was conducted in order to determine the effects of STEM educational practices on the learning outcomes of the students in the education-training process. The articles were made in national and international context with statistical data that could be included in the meta-analysis study in accordance with the research problem between 2010-2017, literature review was conducted using Turkish and English key words. As a result of the survey, 23 articles on the effect of STEM educational practices on the learning products of students and 2 postgraduate theses meta-analyses were included and a total of 58 effect size values were obtained. A total of 6535 students in the experimental groups and a total of 6373 students in the control groups were included in the meta-analysis included studies. As a result of the study, it was determined that the effects of STEM educational practices on students' academic achievement were 0.442, the attitude effect was 0.620 and the effect on scientific process skills was 0.820. These results are middle effect on students' academic achievement and attitude towards the course according to the effect size classification and a large level of effects on scientific process skills. Of the 58 effect size values obtained in the study, 56 have a positive effect and 2 have a negative effect. Moderator analyses were carried out according to the researches examined, the academic achievement of the learning outcomes, the attitude towards the course and the scientific process skills subscale, the lesson types in which the research was conducted, and the learning levels of the students participating in the research.

/pdf/the-effect-of-science-technology-engineering-and-mathematics-2v0k5n6x5j.pdf

The Effect of Science, Technology, Engineering and Mathematics-STEM Educational Practices on Students' Learning Outcomes: A Meta-Analysis Study.

It has given importance to the development of 21st century skills in every aspect of life. STEM (Science, Technology, Engineering, and Mathematics) education has played an important role to improve these skills and teachers are expected to be able to organize learning environments accordingly. The purpose of this research is to examine the pre-service science teachers’ views on STEM education practices. The case study method was used in this research and participants of the research are 7 pre-service science teachers (4 female, 3 male). In the research STEM activities were applied during 8 weeks. The data of this research were collected through semi-structured interviews. The content analysis was used for data analysis and data were converted to the tables. During the interviews, it was noted that the pre-service science teachers wanted to apply STEM education when they become teachers; they wanted to get advanced knowledge about STEM education. In addition, pre-service science teachers have expressed their opinions on the basic rationale, benefits and limitations of STEM education, and have made proposals for the development and dissemination of STEM education. Pre-service science teachers learned about STEM education and how to implement it, by the help of STEM education practices that was conducted within the scope of this research. Pre-service teachers who are future teachers need to be informed and trained about STEM education.

/pdf/investigating-the-views-of-pre-service-science-teachers-on-2j443uz547.pdf

Investigating the Views of Pre-Service Science Teachers on STEM Education Practices.

/pdf/stem-applications-in-mathematics-education-the-effect-of-5d53g8awd3.pdf

Stem applications in mathematics education: the effect of stem applications on different dependent variables

"A dissertation submitted in partial fulfillment of the requirements for the degree of
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The impact of a STEM program on academic achievement of eighth grade students in a South Texas middle school

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The impact of a STEM program on academic achievement of eighth grade students in a South Texas middle school