Journal of Pedagogical Sociology and Psychology
The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study
Kadir Gürsoy 1, Gürhan Bebek 1, Sinan Bülbül 1 *
More Detail
1 Trabzon University, Trabzon, Türkiye
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 3, pp. 221-246
https://doi.org/10.33902/jpsp.202324071

Article Type: Research Article

Published Online: 20 Oct 2023

Views: 1564 | Downloads: 739

ABSTRACT
Today's education systems, where scientific knowledge is rapidly transformed into technology, develop new teaching methods to develop the individuals needed by societies. STEM education is an application that has been proposed in the past years and enables individuals to become literate individuals in the fields of science, technology, engineering, and mathematics. The effects of STEM education based on these four disciplines on individuals' academic achievement and scientific process skills have been examined in many studies in the literature. In this direction, it is important to make a general evaluation of these studies in the literature and to make a cumulative evaluation of STEM education studies. Therefore, this study aims to perform a meta-analysis of postgraduate theses that examine the effect on academic achievement or scientific process skills based on STEM education practices. The study was conducted in phases using the PRISMA flow model. Graduate theses were published in the National Thesis Centre in 2017 and later were analysed within the framework of the inclusion criteria. As a result of the study, it was determined that STEM practices contribute positively to academic achievement and scientific process skills. As a result of the results of the study, suggestions were made for the meta-analysis of studies investigating the relationship between STEM education practices in different contexts.
KEYWORDS
meta-analysis STEM academic achievement science process skills postgraduate theses
In-text citation: (Gürsoy et al., 2023)
Reference: Gürsoy, K., Bebek, G., & Bülbül, S. (2023). The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study. Journal of Pedagogical Sociology and Psychology, 5(3), 221-246. https://doi.org/10.33902/jpsp.202324071
In-text citation: (1), (2), (3), etc.
Reference: Gürsoy K, Bebek G, Bülbül S. The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study. Journal of Pedagogical Sociology and Psychology. 2023;5(3), 221-246. https://doi.org/10.33902/jpsp.202324071
In-text citation: (1), (2), (3), etc.
Reference: Gürsoy K, Bebek G, Bülbül S. The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study. Journal of Pedagogical Sociology and Psychology. 2023;5(3):221-46. https://doi.org/10.33902/jpsp.202324071
In-text citation: (Gürsoy et al., 2023)
Reference: Gürsoy, Kadir, Gürhan Bebek, and Sinan Bülbül. "The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study". Journal of Pedagogical Sociology and Psychology 2023 5 no. 3 (2023): 221-246. https://doi.org/10.33902/jpsp.202324071
In-text citation: (Gürsoy et al., 2023)
Reference: Gürsoy, K., Bebek, G., and Bülbül, S. (2023). The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study. Journal of Pedagogical Sociology and Psychology, 5(3), pp. 221-246. https://doi.org/10.33902/jpsp.202324071
In-text citation: (Gürsoy et al., 2023)
Reference: Gürsoy, Kadir et al. "The effect of STEM education practices on academic achievement and scientific process skills: A meta-analysis study". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 3, 2023, pp. 221-246. https://doi.org/10.33902/jpsp.202324071
REFERENCES
  • Acar, D. (2018). The effect of STEM education on the academic success, critical thinking and problem-solving skills of the elementary 4th grade students (Publication no. 527233) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
  • Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(4), 295-317. https://doi.org/10.1002/(SICI)1098-2736(200004)37:4%3C295::AID-TEA2%3E3.0.CO;2-2
  • Alan, Ü. (2020). Investigation of the effectiveness of STEM education program for preschoolers (Publication no. 620140) [Doctoral dissertation, Hacettepe University]. Council of Higher Education Thesis Center.
  • Ayvacı, H. Ş. & Bebek, G. (2019). A study on the thematic examination of theses on giftedness and special talents in Turkey. Journal of Pamukkale University Faculty of Education, 45, 267-292. https://doi.org/10.9779/PUJE.2018.233
  • Ayvacı, H. Ş., Küçük, M., & Bebek, G. (2023). Investigation of Special Talented Students' Interest in STEM Professions According to Some Variables. Journal of Van Yüzüncü Yıl University Faculty of Education, 20(1), 281-303. https://doi.org/10.33711/yyuefd.1122482
  • Ayverdi, L. (2018). Usage of technology, engineering and mathematics in science education for gifted students: STEM approach (Publication no. 529581) [Doctoral dissertation, Balıkesir University]. Council of Higher Education Thesis Center.
  • Bakioğlu, A. & Özcan, Ş. (2016). Meta-analiz [Meta-Analysis]. Nobel.
  • Bebek, G. (2021). The effect of STEM based activity designed for gifted students on students' scientific creativity, cognitive achievement and critical thinking skills: A case study on renewable energy resources (Publication no. 664217) [Doctoral dissertation, Trabzon University]. Council of Higher Education Thesis Center.
  • Becker, K. H., & Park, K. (2011). Integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students' learning: A meta-analysis. Journal of STEM Education: Innovations and Research, 12(5), 23-37.
  • Bell, D. (2015). The reality of STEM education, design and technology teachers' perceptions: a phenomenographic study. International Journal of Technology and Design Education, 26(1), 61-79. https://doi.org/10.1007/s10798-015-9300-9
  • Bicer, A., Nite, S. B., Capraro, R. M., Barroso, L. R., Capraro, M. M. & Lee, Y. (2017, October). Moving from STEM to STEAM: The effects of informal STEM learning on students' creativity and problem-solving skills with 3D printing [Paper presentation]. 2017 IEEE Frontiers in Education Conference, Indianapolis. https://doi.org/10.1109/FIE.2017.8190545
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley. https://doi.org/10.1002/9780470743386
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. https://doi.org/10.1111/j.1949-8594.2011.00109.x
  • Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, 70(6), 5-10.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem. https://doi.org/10.14527/9789944919289
  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
  • Çakmakçı, G., & Türk, C. (2010). The effectiveness of STEM education on students' learning: A review of literature. Journal of Turkish Science Education, 7(4), 37-48.
  • Ceylan, S. (2014). A study for preparing an instructional design based on science, technology, engineering and mathematics (STEM) approach on the topic of acids and bases at secondary school science course (Publication no. 372224) [Master’s thesis, Uludağ University]. Council of Higher Education Thesis Center.
  • Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1-16. https://doi.org/10.12973/iji.2018.1131a
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. Russell Sage.
  • Değerli, M. (2021). The effectiveness of STEM approach in science education: A meta-analysis study (Publication no. 694323) [Master’s thesis, Dicle University]. Council of Higher Education Thesis Center.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta analiz [Applied meta-analysis in educational sciences]. Pegem. https://doi.org/10.14527/pegem.001
  • Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2005). Design-based science and student learning. Journal of Research in Science Teaching, 42(8), 1081-1110. https://doi.org/10.1002/tea.20040
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
  • Gencer, A. (2015). Science and engineering practice in science education: Pinwheel activity. Journal of Research-Based Activity, 5(1), 1-19.
  • Gomez, A., & Albrecht, B. (2013). True STEM education. Technology and Engineering Teacher, 73(4), 8-15.
  • Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service, Library of Congress.
  • Gooderham, W. B. (2015). Integrated instructional programming models for development of 21st century education core competencies [Unpublished Master's thesis]. Royal Roads University, Canada.
  • Gülhan, F. (2016). The effects of the integration of science-technology engineering-mathematics (STEM) on 5th grade students' perception, attitude, conceptual understanding and scientific creativity (Publication no. 473101) [Doctoral dissertation, Marmara University]. Council of Higher Education Thesis Center.
  • Hacıoğlu, Y. (2017). The effect of science, technology, engineering and mathematics (STEM) education based activities on prospective science teachers' critical and creative thinking skills (Publication no. 461483) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
  • Herdem, K., & Ünal, İ. (2018). Analysis of studies about STEM education: A meta-synthesis study. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 48(48), 145-163.
  • Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. Reading Research Quarterly, 27(4), 503-522.
  • Karataş, F. Ö. (2018). Eğitimdeki geleneksel anlayışa yeni bir S(İ)TEM [A new S(İ)TEM to the traditional understanding in education]. In S. Çepni (Ed.), Teoriden uygulamaya STEM eğitimi [STEM education from theory to practice] (pp. 53-68). Pegem. https://doi.org/10.14527/9786052410561.02
  • Kavak, N. (2018). A STEM inquiry-based activity on gas laws: Effects on pre-service chemistry teachers' science process skills and conceptual understanding. Chemistry Education Research and Practice, 19(2), 551-564.
  • Külegel, S. (2020). Research on the development of 21st century skills of special talented students by science, technology, engineering, mathematics-based activities based on environmental education (Publication no. 640643) [Master’s thesis, Yıldız Technical University]. Council of Higher Education Thesis Center.
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and metaanalyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
  • Riechert, S. E., & Post, B. K. (2010). From skeletons to bridges & other STEM enrichment exercises for high school biology. The American Biology Teacher, 72(1), 20-22. https://doi.org/10.1525/abt.2010.72.1.6
  • Rotherham, A. J., & Willingham, D. T. (2010). 21st-century skills. American Educator, 17(1), 17-20.
  • Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.
  • Schleicher, A. (2015). Schools for 21st-century learners: strong leaders, confident teachers, innovative approaches. Education International, OECD. https://doi.org/10.1787/9789264231191-en
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645. https://doi.org/10.1002/sce.10128
  • Şen, S. & Yıldırım, İ. (2020). CMA ile meta-analiz uygulamaları [Meta-analysis applications with CMA]. Anı.
  • Tabar, V. (2018). Content analysis of STEM education research in Turkey (Publication no. 511714) [Master’s thesis, Yüzüncü Yıl University]. Council of Higher Education Thesis Center.
  • Tabaru, G. (2017). Elementary school 4th grade the effects of stem-based activities applied in science lessons to primary education students in terms of various variables (Publication no. 473577) [Master’s thesis, Niğde Ömer Halisdemir University]. Council of Higher Education Thesis Center.
  • Tafazoli, D., Talib, O., Saadati, F., & Chinnappan, M. (2019). The effects of an inquiry-based STEM programme on students' science process skills and STEM career interest. Research in Science Education, 49(3), 679-703.
  • Tezel, Ö. & Yaman, H. (2017). A review of studies on STEM education in Turkey. Journal of Education and Training Research, 6(1), 135-145.
  • Thalheimer, W., & Cook, S. (2002, August). How to calculate effect sizes from published research articles: A simplified methodology. Retrieved June 16, 2023 from http://work-learning.com/effect_sizes.htm.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
  • Wai, J., Lubinski, D., Benbow, C. P. & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102(4), 860-871. https://doi.org/10.1037/a0019454
  • Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 1-13.
  • Yoon, S. A., Koehler-Yom, J., Anderson, E., Lin, J. J., Wang, J., & Klopfer, E. (2014). Designing computer-supported complex systems curricula in high school science classrooms: A pilot study examining students' learning performances and perceptions. Journal of Science Education and Technology, 23(5), 633-647.
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.