Integrated STEM Education: A Content Analysis of Three STEM Education Research Journals

Carey Wilson, Britney Campbell-Gulley, Holly Garret Anthony, Miguel Pérez, Meghan P. England
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Abstract


In this content analysis, the authors examined articles from three international STEM journals to highlight and indicate if there were any trends for iSTEM research from 2013 to 2018. Of the 296 articles analyzed in this content analysis, 41 investigated the integration of STEM disciplines. Findings revealed that integrated STEM (iSTEM) education research is often qualitative and occurs in the United States. This study also indicates an upward trend in the percentage of iSTEM education research from 2013 to 2018, and many of the articles focused on middle school students. A closer examination of the introductions, backgrounds, and literature reviews of the 41 articles revealed four explicit definitions for iSTEM education. Furthermore, STEM and Education were the most frequently used author keywords and ERIC descriptors.

Keywords


Summative content analysis, Integrated STEM (iSTEM), iSTEM education research, STEM education research

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References


Wilson, C., Campbell-Gulley, B., Anthony, H.G., Pérez, M., & England, M. P. (2022). Integrated STEM education: A content analysis of three STEM education research journals. International Journal of Technology in Education and Science (IJTES), 6(3), 388-409. https://doi.org/10.46328/ijtes.371




DOI: https://doi.org/10.46328/ijtes.371

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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369


 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.