Research Progress of Science Teachers’ Conceptions About STEM Education Based on the Review of Literatures from WOS Database Between 2013—2024
LIU Hui-Nan1, CHEN Bo2**, KANG Jing1
1. School of Teacher Education, Nantong University, Nantong 226019, China; 2. School of Chemistry and Chemical Engineering, Nantong University, Nantong 226019, China
Abstract The present study aimed to explore the research progress of science teachers’ conceptions about STEM education from an international perspective by reviewing relevant empirical studies. Firstly, according to the philosophical elements (namely ontology, epistemology and axiology), the theoretical framework of teachers’ conceptions about STEM education was constructed and main contents of each research topic were explained. Secondly, relevant international literature published from 2013 to 2024 were collected and screened, and 26 empirical studies about this topic were reviewed, which mainly involved four themes (namely essential characteristics of STEM education, relations between STEM subjects, values of STEM education, and factors affecting STEM education implementation). Finally, based on the review results and actual situation, five suggestions were provided for the training of STEM teachers and the implementation of STEM education in China.
LIU Hui-Nan, CHEN Bo, KANG Jing. Research Progress of Science Teachers’ Conceptions About STEM Education Based on the Review of Literatures from WOS Database Between 2013—2024[J]. Chinese Journal of Chemical Education, 2025, 46(19): 70-77.
