Content Analysis of Studies Conducted on STEM Education from 2010 to 2020: Perspective of Emerging Technologies in Learning
Meryem Cumhur, Near East University, North Cyprus, Turkey ; Alfiya Masalimov, Kazan (Volga region) Federal University, Kazan, Russian Federation ; Polina Rostovtseva, Financial University under the Government of the Russian Federation, Moscow, Russian Federation ; Natalya Shindryaev, M. Sechenov First Moscow State Medical University (Sechenov Univer-sity), Moscow, Russian Federation ; Nina Kryukova, Plekhanov Russian University of Economics, Moscow, Russian Federation
iJET Volume 16, Number 19, ISSN 1863-0383 Publisher: International Journal of Emerging Technology in Learning, Kassel, Germany
The purpose of this study is to analyses the studies about science, technol-ogy, engineering and mathematics (STEM) education in the world by using the content analysis method and to reveal the trend in the field. In this study, which was carried out in a survey design to analyses the articles pub-lished in the Institute for Scientific Information web of science database be-tween 2010 and May 2020 and to determine the research trends of the arti-cles published in this direction, 100 articles selected by criterion sampling method were examined. In the selection of articles, attention was paid to in-clude studies on ‘STEM Education’ with respect to perspective of emerging technologies in learning. After examining the articles, the articles were analyses by content analysis method. The articles were examined in terms of descriptive information about the identity of the article, cate-gory field, article subject area, method, sample, data collection tools, data analysis methods and discussion size. The research data were interpreted based on the percentage and frequency findings, and data were presented as tables and graphs. According to the research data, it was determined that the highest number of publications was published be-tween 2016 and 2018, mostly studies with 2 authors were conducted, and almost all of them were written in English. In addition, it was determined that the number of hypotheses was mostly 2 or 3, and STEM education as a subject area was mostly han-dled covering all its dimensions, whereas mathematics and science educa-tion took second place. It was also observed that the experimental model and the mixed method were used extensively in the studies, and the written sources were frequently used as data collection tools. It was concluded that one-third of the sample level was primary education level studies, the sam-ple selection method was purposeful sampling, and the discussion size was 3 or 4. Based on the current research analysis, the pro-file and trends of the articles were monitored and important recommendations were made in the framework contributing to scientific research.
Cumhur, M., Masalimov, A., Rostovtseva, P., Shindryaev, N. & Kryukova, N. (2021). Content Analysis of Studies Conducted on STEM Education from 2010 to 2020: Perspective of Emerging Technologies in Learning. International Journal of Emerging Technologies in Learning (iJET), 16(19), 139-151. Kassel, Germany: International Journal of Emerging Technology in Learning.