A Systematic Review of Problem-Solving Skill Development for Students in STEM Education
Abstract
In the current educational landscape, incorporating active learning activities centred around STEM (Science, Technology, Engineering, and Mathematics), themes have emerged as a potential solution for educators aiming to cultivate students' problem-solving skills. Nevertheless, a dearth of comprehensive research exists concerning the development of problem-solving skills specifically within the realm of STEM education. To bridge this gap, our study undertook a systematic review by utilizing relevant articles and implementing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. Adhering to the prescribed steps within the PRISMA model, an extensive evaluation of 29 articles was conducted, spanning the period from 2018 to 2023, focusing on problem-solving skill development for students in STEM education. Through meticulous content analysis and synthesis, this research elucidated key insights pertaining to publication years and countries of origin, employed research methodologies, extracted keywords, identified limitations, and suggested avenues for future investigation. The findings revealed several influential factors that shape the cultivation of integrated teaching competence among students engaged in STEM education. This article bears significance for aspiring educational researchers, school administrators, and mainstream teachers vested in the exploration of this important subject matter.
https://doi.org/10.26803/ijlter.23.5.1
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