Articles producció científica> Pedagogia

What do we know about students' positioning in STEM? A systematic literature review

  • Datos identificativos

    Identificador: imarina:9280211
    Autores:
    Grimalt-Alvaro, CarmeCouso, Digna
    Resumen:
    The rise of the educational perspective STEM (science, technology, engineering, and mathematics) in educational research and innovation has led to the publication of many studies on the evolution of student positioning towards STEM disciplines and activities. The aim of this study is to synthesize the major contributions of these investigations, which are developed within the compulsory school stage, focusing specially on interest, ability, self-efficacy, and aspirations. A systematic review of the publications in the literature of the last 10 years (2011-2021) has been carried out in the most relevant databases, following the PRISMA model (Moher et al., 2009). The thematic analysis of the 73 documents included confirms the diversity of approaches to the study of STEM identity, addressed from a disciplinary approach or as a global identity. Results also evince different limitations related to some constructs considered in STEM identity development that cause inequalities among the students. The mutual influence between the different constructs considered not only allows to deepen the characterization of students' STEM identity, but also suggests several entry points for the development of strategies that can promote a development of a positive STEM identity.
  • Otros:

    Autor según el artículo: Grimalt-Alvaro, Carme; Couso, Digna;
    Departamento: Pedagogia
    Autor/es de la URV: Grimalt Alvaro, Maria del Carme
    Palabras clave: Women Students Stem education Middle school girls Literature review Identity Identification Experiences Color Career
    Resumen: The rise of the educational perspective STEM (science, technology, engineering, and mathematics) in educational research and innovation has led to the publication of many studies on the evolution of student positioning towards STEM disciplines and activities. The aim of this study is to synthesize the major contributions of these investigations, which are developed within the compulsory school stage, focusing specially on interest, ability, self-efficacy, and aspirations. A systematic review of the publications in the literature of the last 10 years (2011-2021) has been carried out in the most relevant databases, following the PRISMA model (Moher et al., 2009). The thematic analysis of the 73 documents included confirms the diversity of approaches to the study of STEM identity, addressed from a disciplinary approach or as a global identity. Results also evince different limitations related to some constructs considered in STEM identity development that cause inequalities among the students. The mutual influence between the different constructs considered not only allows to deepen the characterization of students' STEM identity, but also suggests several entry points for the development of strategies that can promote a development of a positive STEM identity.
    Áreas temáticas: Revistas de ciencias de la educación Pedagogical & educational research Education & educational research Education Educación Educació Ciencias sociales Ciencias de la educación
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: carme.grimalt@urv.cat
    Identificador del autor: 0000-0002-5314-7706
    Fecha de alta del registro: 2024-07-27
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://revistas.um.es/rie/article/view/467901
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Revista De Investigacion Educativa. 40 (2): 531-547
    Referencia de l'ítem segons les normes APA: Grimalt-Alvaro, Carme; Couso, Digna; (2022). What do we know about students' positioning in STEM? A systematic literature review. Revista De Investigacion Educativa, 40(2), 531-547. DOI: 10.6018/rie.467901
    DOI del artículo: 10.6018/rie.467901
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2022
    Tipo de publicación: Journal Publications
  • Palabras clave:

    Education,Education & Educational Research
    Women
    Students
    Stem education
    Middle school girls
    Literature review
    Identity
    Identification
    Experiences
    Color
    Career
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Education & educational research
    Education
    Educación
    Educació
    Ciencias sociales
    Ciencias de la educación
  • Documentos:

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