Augmented reality tools for mathematics and geoscience education

This review focuses on the use of multilingual resources in STEM education and their impact on student engagement and content accessibility. It explores the development and implementation of educational materials that cater to students' diverse linguistic needs, including textbooks, digital platforms, and interactive tools. The paper argues for the importance of creating inclusive STEM educational environments where linguistic diversity is seen as an asset rather than a barrier, ultimately fostering a more equitable access to science education for all students. Multilingual resources play a pivotal role in enhancing accessibility and engagement in STEM (Science, Technology, Engineering, and Mathematics) education, particularly for students from diverse linguistic backgrounds. This conceptual review explores the importance of multilingual resources in STEM education and their impact on students' learning experiences. Multilingual resources in STEM education refer to materials, tools, and strategies that are available in multiple languages to support students who may not have proficiency in the language of instruction. These resources are essential for ensuring that all students have equitable access to STEM education and can fully engage with the curriculum. Accessibility is a key aspect of multilingual resources in STEM education. By providing materials in multiple languages, educators can ensure that students from diverse linguistic backgrounds can access the same learning opportunities as their peers. This is particularly important for students who are learning STEM subjects in a second or third language, as it can help reduce language barriers and improve comprehension of complex scientific concepts. Engagement is another important aspect of multilingual resources in STEM education. When students can access materials in their native language, they are more likely to feel engaged and motivated to learn. Multilingual resources can also help students see the relevance of STEM subjects to their own lives and communities, making learning more meaningful and engaging. Overall, multilingual resources play a crucial role in enhancing accessibility and engagement in STEM education. By providing materials in multiple languages, educators can ensure that all students have equitable access to STEM education and can fully participate in the learning process. This conceptual review highlights the importance of incorporating multilingual resources into STEM education and the positive impact they can have on students' learning experiences.

Background Engineering in K-12 STEM (Science, Technology, Engineering and Mathematics) education is increasingly emphasised for its role in providing authentic contexts and enhancing student engagement and interest in STEM fields. Purpose This paper presents a systematic literature review of empirical research on engineering experiences within K-12 STEM education, aiming to assess the characteristics of these studies and the focus of engineering practices. Sample The review analysed 38 peer-reviewed journal articles from the Web of Science database. These articles, published between 2013 and 2023, met the following inclusion criteria: journal articles, empirical studies of STEM projects and K-12 education with a focus on engineering. Design and methods A systematic search and review process following the PRISMA method was employed to identify studies documenting engineering experiences in K-12 education. The selection criteria aimed to capture a wide range of engineering practices and their impact on STEM education at the K-12 level. Results Findings reveal an emphasis on design-based tasks and challenges central to engineering practices in K-12 STEM education. These include a focus on problem-solving skills and tasks and engineering design processes. Engineering tool use considered epistemic to the disciplines varied, with prototyping and model building identified as the most frequently utilised. The study offers a comprehensive perspective on engineering practices in K-12 STEM education, highlighting the importance of such practices in enhancing the quality of STEM education. Conclusion By providing insights into engineering practices, this review supports educators and researchers in improving the representation of engineering within K-12 STEM curricula, aiming to ensure a sound foundation for future STEM learners.

A doctorate study conducted in the Faculty of Education Science and Technology at the Technion – Israel Institute of Technology, offers an innovative implementation of the risk management process for STEM (Science, Technology, Engineering and Mathematics) Education in Israel. A three-phase risk-management process employed: Risk Identification, Risk Assessment & Prioritizing, and Risk Response. The research goal was to outline a risk-management plan to STEM education in Israel based on the conceptions of five stakeholder groups: Educators, academics, industrials, military and philanthropy actors. Research findings presented according to the three phases of the risk management analysis performed in the research: SWOT analysis aimed at identifying risks, a Delphi method for the purpose of risks rating, and a response plan aimed at mitigating risks faced by STEM education in Israel. The findings presented in the article focus on one risk category: Teacher - opportunities, training and social status, as this risk category was ranked as strategic risks in terms of the effect on the objectives of STEM education.

Background Holistic STEM (science, technology, engineering, and mathematics) education is essential to harness the potential of young learners as they are the future leaders and workforce in the Industrial Revolution (IR) 4.0 and Society 5.0 era. Unfortunately, the teaching of STEM subjects that are rich in content does not necessarily encourage the development of talents for critical thinking, creativity, and complex problem solving. This study investigates the effectiveness of an immersive learning approach in STEM science classes in Senior High Schools in Indonesia and explains the extent to which this approach is supported by applicable principles on how this approach can be used to enhance student learning. Referring to a case study conducted in a senior high school in Bengkulu, this study discusses the strategies implemented, the challenges faced, and their impact on student engagement and understanding of content and learning 21st century skills. The findings indicate that the integrated immersive learning STEM curriculum in schools has resulted in an 82.5% increase in student learning motivation, a 20% ~ 35% increase in programming skills, and a 27.5% increase in collaboration skills. However, obstacles such as teacher education and technological facility constraints still exist. Based on various perspectives and real-world experiences, this note recommends a critical approach to promote the embedding of deep learning in STEM education through targeted policies and systemic support. Hopefully, these suggestions can build educational innovations that are sustainable enough to be disseminated to other regions in Indonesia.

Understanding the intersections of science and publics has led to research on how diverse publics interpret scientific information and form positions on science-related issues. Research demonstrates that attitudes toward science, political and religious orientation, and other social factors affect adult interactions with science, which has implications for how adults influence K-12 STEM (science, technology, engineering, and mathematics) education. Based on a statewide survey of adults in Idaho ( n = 407), a politically and religiously conservative western state, we demonstrate how attitudes toward science, measured through a composite measure “orientation toward science,” and other social factors are correlated with support for STEM education. Results show that “orientation toward science,” along with political orientation and respondents’ perceptions of feeling informed about science, predicts behavior intentions to support STEM education. Our findings suggest that a nuanced and localized approach to fostering support for K-12 STEM education would resonate with populations regardless of political orientation, and they illuminate new ways of thinking about how political orientation more generally impacts thinking about science in the context of complicated “socio-scientific relations.” In exploring how people think about science in a politically and religiously conservative state, we provide insights on potential outcomes in other states, should conservative ideology spread. We argue that the publics’ relationship with science and, by extension, support for science education, is more fluid, as many of us suspect, than ideological polemics suggest.

Our current society faces enormous environmental challenges. Now is the time to stand up for a sustainable future. This request for action also concerns our STEM education community to take the transformational potential of teaching and learning. Teachers are decisive factors in ensuring the achievement of creative and sustainable learning outcomes in mathematics and science education, in fostering young peoples’ competences and empowering them to become responsible and active citizens. We need to share good practices, research results and innovative classroom materials that allow for implementing approaches that support the implementation and scaling up of education for sustainability. Educating the Educators (ETE) is an international conference series on professional development in STEM (science, technology, engineering and mathematics) education that brings together teacher educators, policy makers, teachers and various other stakeholders related to STEM education. The fourth edition of the ETE conference series was hosted by Utrecht University, ICSE and the Naturalis Biodiversity Center in the Netherlands, in collaboration with the MOST project. ETE IV focused on implementing and scaling up innovative teaching approaches in STEM education with an emphasis on open schooling for sustainability education. The aim was to discuss different ways of working, the roles of teaching materials, and structures needed for innovations in STEM education. ETE IV featured both traditional and innovative formats to benefit of a diverse circle of participants from research, practice and policy. Vivid exchange and collaborative work were ensured through spaces for co-creation. This volume reflects the main topics of discussion and the participants’ conference experiences.

Integrating STEM (Science, Technology, Engineering, and Mathematics) Education into Solar Energy Curricula as a Key Strategy for Enhancing Students' Interaction and Understanding of Solar Energy Technologies. STEM education can be considered a key strategy for integrating solar energy studies into academic curricula to enhance students' interaction and comprehension of solar energy technologies. This approach not only fosters critical thinking and problem-solving skills but also prepares students for future careers in sustainable energy. The objective of this study is to evaluate the effectiveness of implementing STEM methods in solar energy education. The efficiency of STEM education in solar energy can be assessed through various criteria, including curriculum development,pedagogical strategies, and environmental awareness. As part of this study, scientific research related to this topic and STEM projects based on alternative energy sources were analyzed. A pedagogical experiment was conducted within the physics education curriculum for the course "Alternative Energy Sources." A total of 51 students participated in the experiment. The learning process utilized an educational-scientific stand designed to study the physical characteristics of solar energy converters, Vernier sensors for data collection, and the Vernier Graphical Analysis program to analyze the relationship between solar panel performance and light intensity. Quantitative data were analyzed using mathematical-statistical methods in the JASP software to observe the correlation between the frequency of STEM product usage and exam scores. The Pearson correlation coefficient was found to be r = 0.575, indicating a positive correlation, with p < 0.001, confirming statistical significance. Linear regression analysis yielded a value of R² = 0.331, suggesting that the use of STEM products explains approximately 33% of the variation in exam scores. The study results confirm that the use of STEM-based educational tools focused on solar energy positively impacts students' academic performance. The findings highlight the significance of incorporating STEM approaches into solar energy education programs, contributing to the training of highly qualified specialists in the field of renewable energy. This research can serve as a foundation for the implementation of innovative technologies in the education system.

Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily available STEM-related jobs in RRR areas. Currently many rural children and young people are not exposed to, nor recognize the diverse ways in which STEM knowledge is required and used in their world. We propose that if young people are to increasingly engage with STEM and continue onto STEM-related careers, they must be able to see connections between their “school” learning of STEM and the STEM knowledge that is enacted in rural work and life. We also suggest that for this to change, there should be increased visibility of “place-based” knowledges, including Aboriginal STEM knowledges, in RRR communities to promote enhanced student engagement with STEM. In this paper we explore these ideas by drawing on Foucault and Bourdieu understandings to develop a methodological framework – thePlace-based STEM- alignment Frameworkfor the purposes of exposing alternate STEM knowledges. We argue that the nuanced and critical methodological approach applied in the development of thePlace-based STEM-alignment Framework, is necessary in order to generate this analytical tool and provide data that will allow us the scope to “reset” current understandings of STEM knowledges. The framework design provides us with the methodological vehicle to identify possible reasons for the invisibility of STEM knowledge and practices in the local fabric of RRR communities and to examine enablers and/or barriers to engagement in STEM learning. The framework must be a practical tool for use in the field, one that can be used in RRR communities to engage, children and young people, in STEM, in a way that is meaningful and that aligns with their everyday experience of RRR life. Finally, the framework has to work to enable alternative perspectives to be exposed that will advance methodological considerations of STEM.

Interest in Science, Technology, Engineering and Mathematics (STEM) has gained momentum due to increasing calls for a more STEM-literate society. As teaching integrated STEM poses curricular and pedagogical challenges for most generalist primary teachers, professional development (PD) is essential to support them to develop appropriate knowledge and efficacy to teach STEM. This paper presents a qualitative study of 17 primary teachers, 2 school principals and the PD facilitator. It explores the perceived impact of a customised three-phase STEM PD program on teacher efficacy in STEM education using Bandura’s (1977) sources of efficacy as an analytic lens. The findings illustrate how particular features of the PD model were identified as contributing to the development of participating teachers’ performance accomplishment, emotional arousal, vicarious experiences and verbal persuasion. In particular, there was consensus that the developmental structure of the STEM PD program, in terms of teachers’ assuming increasing ownership for their STEM learning, incrementally enhanced teacher efficacy in STEM education. Implications of this study for STEM education and in particular STEM PD are discussed fully.

School Coders' is a unique Youth Hub initiative that stands out for its commitment to promoting STEM (science, technology, engineering, and mathematics) education in Malaysia.It is designed to build inclusive communities by empowering students from diverse backgrounds, including all races and ethnicities, irrespective of religion as well as social status, including people with disabilities from rural, urban, and indigenous communities.The initiative aims to foster a culture of creativity, critical thinking, and problem-solving, and empower students and educators through technology.It is implemented in schools across Malaysia, targeting primary and secondary-level students and educators, and is inclusive of students of all abilities, including those with special needs.The initiative utilizes a combination of curriculum-based coding education, hands-on activities, and practical projects to engage students in STEM learning.The program also emphasizes the importance of diversity and inclusion in the ield of STEM, encouraging students to embrace diversity and foster an inclusive mindset.The "School Coders" initiative aims to address the disparities in STEM education by making it accessible to all students, regardless of their socio-economic background or geographical location (SDG 10).The program is implemented through partnerships with schools, local communities, government and non-government organizations, and industry experts to ensure a holistic approach to STEM education (SDG 17).It provides opportunities for students to develop their coding skills, explore STEM career pathways, and connect them with mentors from the industry (SDG 8).Furthermore, "School Coders" focuses on the capacity building of educators by providing professional development opportunities to enhance their pedagogical skills in effectively delivering STEM education (SDG 4).The initiative is working towards creating a sustainable ecosystem for STEM education in Malaysia by advocating for policy changes and fostering collaborations between academia, industry, and government agencies (SDG 17).The anticipated outcomes of the "School Coders" initiative include improved STEM literacy among students, increased participation of students from diverse backgrounds in STEM ields, and a more inclusive and equitable society.By promoting STEM education and inclusivity, "School Coders" aims to contribute to Malaysia's economic growth and social development by preparing the next generation of innovators and problem-solvers to thrive in the digital age.

This review examines the significant benefits and challenges of STEM (Science, Technology, Engineering, and Mathematics) education in higher education. Through a systematic review of literature from the past decade, the study summarizes transformative trends in STEM education, including enhancing student engagement, fostering innovative thinking, and developing problem-solving skills. Additionally, STEM education promotes interdisciplinary collaboration and the enhancement of social skills. However, practical implementation faces complex challenges, such as difficulties in applying digital technologies, resistance to pedagogical change, insufficient resources, and the integration of sustainability education. Achieving the full potential of STEM education requires collaborative efforts among educators, decision-makers, and institutions to create a more inclusive and adaptive educational environment, supporting students' success in rapidly evolving job markets.

The study develops a modern concept of STEM (Science, Technology, Engineering, and Mathematics) education as an essential component for students’ research abilities. The study’s goal is to enhance students’ research skills in STEM subjects by using ionization chambers as a tool for educational research. This aim emphasizes the study’s novel use of ionization chambers to improve STEM students’ practical skills and theoretical understanding. The research hypotheses were tested using quantitative experimental methods involving pre- and post-experiment assessments. Scientific articles were analyzed using key terms such as "ionization chamber," "STEM," and "research skills" from the Mendeley database to establish a theoretical foundation. A meta-analysis was conducted to elucidate the efficacy of the outcomes. An assessment involving 120 students from the Khoja Akhmet Yassawi International Kazakh-Turkish University was conducted to evaluate the influence on them, with favorable findings. Since both groups had the same dependent variable in control tasks, there was no significant difference before the trial (t(118) = 0.7749, p > 0.05). The dependent variable was reassessed after 15 weeks of training. Statistics show a significant improvement in the experimental group (t(118) = 7.8335, p < 0.05), showing that ionization chambers increased STEM students’ research abilities. Using ionization chambers in the natural science curriculum may enhance students’ research abilities and provide a more effective integration of theory and practice. Kazakhstan uses cutting-edge research tools like ionization chambers to cover STEM teaching gaps and boost student engagement and practical skills. The research recommends integrating these technologies into curricula and teacher training. Doi: 10.28991/ESJ-2025-09-02-013 Full Text: PDF

This interdisciplinary investigation delves into the multifaceted analysis of barriers within the realms of socioeconomic, cultural, institutional, and mental health aspects to attain a deeper comprehension of the persisting underrepresentation of women within STEM (Science, Technology, Engineering, and Mathematics) professions. Despite regulatory efforts aimed at fostering gender equality, women remain a minority in STEM domains, constituting a mere 34% of the workforce. This disparity is glaring, with women comprising only 21% of engineering majors and 19% of computer science majors, thereby illustrating the pervasive underrepresentation across the academic spectrum. Additionally, gender pay disparities persist, accentuated by biased recruitment and advancement practices that culminate in considerably lower earnings for women in comparison to their male counterparts. Young girls and women face discouragement in pursuing STEM vocations owing to entrenched stereotypes, a dearth of female role models, and an inhospitable institutional milieu. Prevailing societal biases continue to perpetuate the notion that STEM is predominantly male- dominated, portraying scientists and STEM professionals primarily as men. The absence of female role models, particularly for Black women, compounds this challenge. Furthermore, institutional impediments within academic and research settings perpetuate gender insensitivity, mandating conformity to traditional gender norms and impeding the progression of women in their professional trajectories. Additionally, the rigorous demands of STEM education exacerbate mental health issues, notably amongst graduate women hailing from various socioeconomic strata. These issues manifest as heightened stress levels, anxiety, depressive disorders, and even suicidal ideation, dissuading young girls from embarking on STEM careers. To redress these obstacles and propel gender equality within STEM, recommendations encompass the implementation of affirmative action and equal pay policies, robust advocacy for inclusivity and diversity in STEM education and workplaces, establishment of mentorship initiatives, and proactive efforts to debunk prevalent stereotypes. Essential too is the destigmatization and establishment of comprehensive mental health support initiatives tailored to the unique needs of underrepresented groups within STEM. This study underscores the urgent call for collaborative action by governments, institutions, and stakeholders to cultivate a more hospitable and equitable STEM environment for women. It accentuates the paramount importance of comprehending and addressing the intricate interplay of factors inhibiting gender parity within STEM professions. To conduct a meticulous exploration of the intricate nexus between societal, cultural, institutional, and mental health elements contributing to gender disparities in STEM, the research methodology involved a triangulation of data from scholarly journals, surveys, and academic papers within the STEM domain

Science, Technology, Engineering and Mathematics (STEM) education has attracted numerous concerns of scholars and governments. In order to implement the school curriculum on the approach of STEM education, the training of in-service teachers plays an important role. This study conducted the transformative perception of Vietnamese in-service teachers in secondary schools towards STEM education after they had participated in the teacher professional development program (TDP) on engineering designed-based approach hold on by the Second Upper Secondary Education Development Project 2. Having two separate online and offline phases, the course was designed under the format of TDP developed by Garet et al. In order to assess participants’ demographics and their perceptions on STEM education, the instrument was generated on the basis of modification from several previous studies upon engineering design-based learning and to adapt the theme of STEM content knowledge (CK) and STEM pedagogical content knowledge (PCK) for in-service teachers. Full data sets were conducted with 150 participants from 11 provinces of Vietnam who had completed all surveys with the help of Google Form at the beginning and the end of TDP’s offline phase. The data were cleaned, then analyzed with SPSS version 20 to assure the validity and reliability. Findings from this study show the positive effectiveness and suitability of the course on the in-service teachers’ attitudes towards STEM education, which consequently allow to suggest the future similar courses design.

Globally, women are underrepresented in science, technology, engineering and mathematics (STEM) fields. Although women’s participation in higher education is increasing, they are still significantly underrepresented in STEM fields. It is important to understand the forces at play, which drive women's choice of STEM education. A variety of factors impact the choice of females to take STEM path including personal (I.e. self-concept, self-efficacy, personal preferences, self-stereotyping and intrinsic motivation) as well as the external factors (i.e. role models, family, teacher’s influence as well as low recruitment of women in STEM fields). This paper systematically reviews the literature on young women’s intention to undertake STEM education in Malaysian context. The paper has adopted the PRISMA protocol for Systematic Literature Review (SLR). The paper has identified 10 research papers which have attempted to identify the factors effecting female participation in STEM education in Malaysian context. Furthermore, the paper has also highlighted the factors which have been identified by these studies as well as those personal and external factors which have not been studied extensively in Malaysian context. This paper can give readers a novel insight about factors influencing women’s participation in STEM education in Malaysian context