The Current Status of STEM Education Research.

AbstractThis paper explores the current Science, Technology, Engineering and Mathematics (STEM) education research base through an analysis of articles from eight journals focused on the STEM disciplines. Analyzed are both practitioner and research publications to determine the current scope of STEM education research, where current STEM education research is conducted and who is involved in current STEM education research. Articles from eight journals were selected based on the original authors' discussion of STEM education in the articles. The findings in this article summarize the frequency of different research methods in STEM education, the outcomes of STEM education research, the participants in STEM education research, and the universities affiliated with STEM education research.IntroductionScience, technology, engineering, and math (STEM) education research is a field of wide variety and unclear parameters. The disparity of what STEM education is can be seen in the many different definitions of STEM education. Sanders (2009) suggests, "STEM education includes approaches that explore teaching and learning among any two or more of the STEM subject areas, and/ or between a STEM subject and one or more other school subjects" (p. 21). The United States Department of Education (2007) provides a more programmatic definition of STEM education, "Science, Technology, Engineering, and Mathematics education programs are defined as those primarily intended to provide support for, or to strengthen, science, technology, engineering, or mathematics (STEM) education at the elementary and secondary through postgraduate levels, including adult education" (p. 11). In contrast to the previous definitions of STEM Education, Merrill (2009) suggests STEM education is,A standards-based, meta-discipline residing at the school level where all teachers, especially science, technology, engineering, and mathematics (STEM) teachers, teach an integrated approach to teaching and learning, where discipline specific content is not divided, but addressed and treated as one dynamic, fluid study.The previous definitions contain one similarity - the specific criteria for collaboration between Science, Technology, Engineering, and/or Math. Zollman (2012) suggests we move beyond defining STEM education and focus more on defining STEM Literacy as a dynamic process that changes over time, not as a set construct. The overall goal should be to move from learning for STEM literacy to the ability to use STEM literacy for continued learning ( pp. 18). While the actual definition of STEM education is up for debate, there is a clear need for more research on STEM education. Briener, Johnson, Harkness, and Koehler (2012) discovered STEM faculty working in the same departments and involved in multiple projects together did not conceptualize or define STEM in common terms. They suggest that a "one size fits all" framework is not needed for all STEM education projects, but each individual STEM education research project should have a defined conceptualization of STEM education and faculty from across the nation should be aware of these different conceptions (Briener, et al., 2012). Along with conceptualization of STEM education, we must begin to look at the motivation of STEM education initiatives. Williams (2011) suggests we need to further investigate STEM education research to determine how different methods impact the classroom, not just a focus on workplace trends and "top-down," promotion of STEM initiatives.To investigate the STEM education research base, this article looks at the current research in STEM education. Exactly what is STEM education research? What does STEM research look like? Where is STEM research conducted? This study explores these questions as it examines the current STEM education research in each of the STEM disciplines.Purpose of the studyThe purpose of this study is to explore the research base of STEM education. …