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The Literature Review on STEM Education
A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program
Danielle R. Chine
Dr. Joseph Johnson, Dr. Abdullatif Kaban
978-1-952092-22-0
20-50
This chapter provided a review of the literature defining STEM education, particularly integrated STEM education and the connection to PBL initiatives. Although a common definition of STEM education exists among researchers, there is ambiguity in the shared definition of integrated STEM education and implementation in the middle school setting. This chapter also reviewed the history of STEM education in the United States, as well as local considerations in the post steel-producing states of Ohio, Pennsylvania, and West Virginia with a focus on funding and implications for educational leaders. The historical impact of STEM programming on student achievement, particularly among underrepresented groups, such as women and minorities was discussed. Curriculum and standards encompassing current STEM education were discussed with the two main dichotomies of STEM implementation: isolation versus integration and “Some STEM for All” and “All STEM for Some” explained. The need for critical thinkers and technological literacy among the future workforce has facilitated increases in STEM education funding making this research of determining the impact of middle school STEM programming on student performance important. The goal of this study is to determine the impact of STEM programming, particularly at the middle school level, on students’ achievement to determine the effectiveness of both PLTW and PBL in relation to STEM programming.
Chine, D. R. (2022). The Literature Review on STEM Education. In J. Johnson & A. Kaban (Eds.), A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program (pp. 20–50). ISTES Organization.
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