Skip to main content

Advertisement

SpringerLink
Log in

Interventions to promote teachers’ perceptions about STEM education: A meta-analysis

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The bloom of technologies has witnessed the urgent need to develop high quality STEM (science, technology, engineering and mathematics) education. For this reason, there has been increasing emphases on understanding how STEM teachers perceive about STEM education, which would directly influence their classroom instructions. Scholars have designed and implemented interventions aiming at promoting STEM perceptions of teachers at different teaching levels. Yet a synthesis of these studies is necessary to provide an overall evaluation of the effectiveness of these interventions to help both teachers and teacher educators make better decisions in STEM implementation. A meta-analysis of 23 relevant empirical studies was conducted to examine the magnitudes of the relationships between STEM interventions/programs and teachers’ STEM perceptions. Overall, all types of interventions reviewed in this study were found to be effective in developing teachers’ perceptions about STEM knowledge, STEM teaching skills, and student STEM learning. The strongest effect of curriculum-based interventions and interventions focusing on professional development was observed on the improvement of teachers’ STEM knowledge. Further moderator analyses showed that in-service teachers were inclined to benefit more from interventions in both STEM knowledge and STEM teaching skill perceptions. Findings were discussed in STEM teacher education contexts.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Data Availability

Data will be made available upon reasonable request.

References

* indicates reviewed studies

  • Adams, A. E., Miller, B. G., Saul, M., & Pegg, J. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. The Electronic Journal for Research in Science & Mathematics Education, 18(5), 5.

    Google Scholar 

  • Aflalo, E. (2014). Advancing the perceptions of the nature of science (NOS): Integrating teaching the NOS in a science content course. Research in Science & Technological Education, 32(3), 298–317. https://doi.org/10.1080/02635143.2014.944492

    Article  Google Scholar 

  • *Aldahmash, A. H., Alamri, N. M., & Aljallal, M. A. (2019). Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program. Cogent Education, 6(1), Article 1580852. https://doi.org/10.1080/2331186X.2019.1580852

  • Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. https://doi.org/10.1007/s10798-015-9341-0

    Article  Google Scholar 

  • Altan, E. B., & Ercan, S. (2016). STEM education program for science teachers: Perceptions and competencies. Journal of Turkish Science Education, 13, 103–117. https://doi.org/10.12973/tused.10174a

  • Amrane-Cooper, L., & Gobalek, C. (2011). Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England. Research in Teacher Education, 1(2), 9–13.

    Google Scholar 

  • Aparicio, M., Sánchez-Meca, J., López-López, J. A., Botella, J., & Marín-Martínez, F. (2017). Analysis of categorical moderators in mixed-effects meta-analysis: Consequences of using pooled versus separate estimates of the residual between-studies variances. British Journal of Mathematical and Statistical Psychology, 70(3), 439–456. https://doi.org/10.1111/bmsp.12092

    Article  MATH  Google Scholar 

  • Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Technology Education, 25(1), 55–69.

    Article  Google Scholar 

  • *Ayaz, E., & Sarikaya, R. (2019). The effect of engineering design-based science teaching on the perceptions of classroom teacher candidates towards STEM disciplines. International Journal of Progressive Education, 15(3), 13–27. https://doi.org/10.29329/ijpe.2019.193.2

  • Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088–1101. https://doi.org/10.2307/2533446

    Article  MATH  Google Scholar 

  • Bell, D. (2016). The reality of STEM education, design and technology teachers’ perceptions: A phenomenographic study. International Journal of Technology and Design Education, 26(1), 61–79. https://doi.org/10.1007/s10798-015-9300-9

    Article  Google Scholar 

  • Blanch-Hartigan, D., Andrzejewski, S. A., & Hill, K. M. (2012). The effectiveness of training to improve person perception accuracy: A meta-analysis. Basic and Applied Social Psychology, 34(6), 483–498. https://doi.org/10.1080/01973533.2012.728122

    Article  Google Scholar 

  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Wiley.

    Book  MATH  Google Scholar 

  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2013). Comprehensive meta-analysis (Version 3). Biostat.

    Google Scholar 

  • Boyle, B., While, D., & Boyle, T. (2004). A longitudinal study of teacher change: What makes professional development effective? Curriculum Journal, 15(1), 45–68. https://doi.org/10.1080/1026716032000189471

    Article  Google Scholar 

  • Boyle, B., Lamprianou, I., & Boyle, T. (2005). A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study. School Effectiveness and School Improvement, 16(1), 1–27. https://doi.org/10.1080/09243450500114819

    Article  Google Scholar 

  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x

    Article  Google Scholar 

  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & Academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007

    Article  Google Scholar 

  • Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current perceptions. Technology and Engineering Teacher, 70(6), 5–9.

    Google Scholar 

  • Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J. L., & Rubenstein, L. D. (2014). STEM high school administrators’, teachers’, and students’ perceptions of curricular and instructional strategies and practices. Journal of Advanced Academics, 25(3), 272–306. https://doi.org/10.1177/1932202X14527952

    Article  Google Scholar 

  • Bussey, T. J., Lo, S. M., & Rasmussen, C. (2020). Theoretical frameworks for STEM education research. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & L. D. English (Eds.), Handbook of Research on STEM Education (pp. 51–62). Routledge.

    Chapter  Google Scholar 

  • Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.

    Google Scholar 

  • Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., Corlu, M. S., Younes, R., & Han, S. (2016). Impact of sustained professional development in STEM on outcome measures in a diverse urban district. The Journal of Educational Research, 109(2), 181–196. https://doi.org/10.1080/00220671.2014.936997

    Article  Google Scholar 

  • Chomphuphra, P., Chaipidech, P., & Yuenyong, C. (2019). Trends and research issues of STEM education: A review of academic publications from 2007 to 2017. Journal of Physics: Conference Series, 1340, 012069. https://doi.org/10.1088/1742-6596/1340/1/012069

    Article  Google Scholar 

  • Cortina, J. M. (2003). Apples and oranges (and pears, oh my!): The search for moderators in meta-analysis. Organizational Research Methods, 6(4), 415–439. https://doi.org/10.1177/1094428103257358

    Article  MathSciNet  Google Scholar 

  • *Cotabish, A., Dailey, D., Hughes, G. D., & Robinson, A. (2011). The effects of a STEM professional development intervention on elementary teachers’ science process skills. Research in the Schools, 18(2), 16-25.

  • Czajka, C. D., & McConnell, D. (2016). Situated instructional coaching: A case study of faculty professional development. International Journal of STEM Education, 3(1), 1–14. https://doi.org/10.1186/s40594-016-0044-1

    Article  Google Scholar 

  • *Dailey, D. D. (2013). The effects of a STEM professional development intervention on elementary teachers, Unpublished doctoral dissertation, University of Arkansas at Little Rock, USA.

  • *Dailey, D., & Robinson, A. (2017). Improving and sustaining elementary teachers’ science teaching perceptions and process skills: A postintervention study. Journal of Science Teacher Education, 28(2), 169-185https://doi.org/10.1080/1046560X.2016.1277601

  • Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

    Article  Google Scholar 

  • El-Deghaidy, H., & Mansour, N. (2015). Science teachers’ perceptions of STEM education: Possibilities and challenges. International Journal of Learning and Teaching, 1(1), 51–54. https://doi.org/10.18178/ijlt.1.1.51-54

  • *Ergün, A., & Kiyici, G. (2019). The effect of design-based science education applications of science teacher candidates on their perceptions of engineering education and engineer. Journal of Education and Instruction, 9(4), 1031–1062. https://doi.org/10.14527/pegegog.2019.033

  • Ferguson, S., & Sutphin, L. (2019). Pre-service STEM teachers’ views of teaching before and after their first lesson. International Journal for the Scholarship of Teaching and Learning, 13(2), 14. https://doi.org/10.20429/ijsotl.2019.130214

  • Field, A. P., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63(3), 665–694. https://doi.org/10.1348/000711010X502733

    Article  MathSciNet  Google Scholar 

  • Gibson, J. J. (1950). The perception of the visual world. Houghton Mifflin.

    Google Scholar 

  • Coeytaux, R. R., Schmit, K. M., Kraft, B. D., Kosinski, A. S., Mingo, A. M., Vann, L. M., Gilstrap, D. L., Hargett, C.W., Heidenfelder, B., Dolor, R. J., & McCrory, D. C. (2014). Comparative effectiveness and safety of drug therapy for pulmonary arterialhypertension: A systematic review and meta-analysis. Chest, 145(5), 1055-1063.https://doi.org/10.1378/chest.13-1864.

  • Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. The Journal of Technology, Learning and Assessment, 2(1), 1–52.

    Google Scholar 

  • Gül, K. S., & Taşar, M. F. (2020). A review of researches on STEM in preservice teacher education. İlköğretim Online, 19(2) 515–539. https://doi.org/10.17051/ilkonline.2020.689682

  • Gyasi, J. F., Zheng, L., & Zhou, Y. (2021). Perusing the past to propel the future: A systematic review of STEM learning activity based on activity theory. Sustainability, 13(16), 8828. https://doi.org/10.3390/su13168828

    Article  Google Scholar 

  • Hanson, K., & Carlson, B. (2005). Effective access: Teachers’ use of digital resources in STEM teaching. Education Development Center. https://files.eric.ed.gov/fulltext/ED485602.pdf. Retrieved December 4, 2021

  • Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553. https://doi.org/10.1080/09500693.2014.899722

    Article  Google Scholar 

  • Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1), 1–18. https://doi.org/10.1186/s40594-018-0127-2

    Article  Google Scholar 

  • Jaipal-Jamani, K., & Angeli, C. (2017). Effect of robotics on elementary preservice teachers’ self-efficacy, science learning, and computational thinking. Journal of Science Education and Technology, 26(2), 175–192. https://doi.org/10.1007/s10956-016-9663-z

    Article  Google Scholar 

  • Kayan-Fadlelmula, F., Sellami, A., Abdelkader, N., & Umer, S. (2022). A systematic review of STEM education research in the GCC countries: Trends, gaps and barriers. International Journal of STEM Education, 9(1), 1–24. https://doi.org/10.1186/s40594-021-00319-7

    Article  Google Scholar 

  • Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z

    Article  Google Scholar 

  • *Knowles, J. G. (2017). Impacts of professional development in integrated STEM education on teacher self-efficacy, outcome expectancy, and STEM career awareness, Unpublished doctoral dissertation, Purdue University, USA.

  • Kolne, K., & Lindsay, S. (2020). A systematic review of programs and interventions for increasing the interest and participation of children and youth with disabilities in STEM education or careers. Journal of Occupational Science, 27(4), 525–546. https://doi.org/10.1080/14427591.2019.1692692

    Article  Google Scholar 

  • *Krell, M., Koska, J., Penning, F., & Krüger, D. (2015). Fostering pre-service teachers’ views about nature of science: Evaluation of a new STEM curriculum. Research in Science & Technological Education, 33(3), 344-365. https://doi.org/10.1080/02635143.2015.1060411

  • *Lange, A. A., Nayfeld, I., Mano, H., & Jung, K. (2021). Experimental effects of a preschool STEM professional learning model on educators’ attitudes, beliefs, confidence, and knowledge. Journal of Early Childhood Teacher Education. Advance online publication. https://doi.org/10.1080/10901027.2021.1911891

  • Lenhard, W., & Lenhard, A. (2016). Calculation of effect sizes. Psychometrica. Retrieved from. https://www.psychometrica.de/effect_size.html. Retrieved November 18, 2021

  • Lipsey, M. W., & Wilson, D. B. (2001). Practical Meta-analysis. SAGE Publications Inc.

    Google Scholar 

  • Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293. https://doi.org/10.3102/0162373719849044

    Article  Google Scholar 

  • MacBeth, A., & Gumley, A. (2012). Exploring compassion: A meta-analysis of the association between self-compassion and psychopathology. Clinical Psychology Review, 32(6), 545–552. https://doi.org/10.1016/j.cpr.2012.06.003

    Article  Google Scholar 

  • Madani, R. A. (2020). Teaching challenges and perceptions on STEM implementation for schools in Saudi Arabia. European Journal of STEM Education, 5(1), 1–14. https://doi.org/10.20897/ejsteme/8468.

  • Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 1–16. https://doi.org/10.1186/s40594-018-0151-2

    Article  Google Scholar 

  • McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137–1164. https://doi.org/10.1002/tea.20377

    Article  Google Scholar 

  • McDonald, C. V. (2016). STEM Education: A review of the contribution of the disciplines of science, technology, engineering and mathematics. Science Education International, 27(4), 530–569.

    MathSciNet  Google Scholar 

  • Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033

    Article  Google Scholar 

  • Meschede, N., Fiebranz, A., Möller, K., & Steffensky, M. (2017). Teachers’ professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158–170. https://doi.org/10.1016/j.tate.2017.04.010

    Article  Google Scholar 

  • Michaluk, L., Stoiko, R., Stewart, G., & Stewart, J. (2018). Beliefs and attitudes about science and mathematics in pre-service elementary teachers, STEM, and non-STEM majors in undergraduate physics courses. Journal of Science Education and Technology, 27(2), 99–113. https://doi.org/10.1007/s10956-017-9711-3

    Article  Google Scholar 

  • Mirici, S., Gencer, İ, & Gündüz, S. (2019). The impact of STEM project writing education on candidate female teachers’ attitudes, their semantic perceptions and project writing skills towards STEM education. International Journal of Curriculum and Instruction, 11(2), 255–272.

    Google Scholar 

  • *Nadelson, L. S., Seifert, A., Moll, A. J., & Coats, B. (2012). I-STEM summer institute: An integrated approach to teacher professional development in STEM. Journal of STEM Education: Innovation and Outreach, 13(2), 69-83

  • *Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: Inquiry-based STEM professional development for elementary teachers. The Journal of Educational Research, 106(2), 157-168https://doi.org/10.1080/00220671.2012.667014

  • *Nam, N. H., Van Hien, N., Van Bien, N., Trang, N. T. T., & Minh, T. H. (2020). Transformative perceptions of in-service teachers towards STEM education: The Vietnamese case study. Educational Studies, (2), 204-229.

  • *Nathan, M. J., Atwood, A. K., Prevost, A., Phelps, L. A., & Tran, N. A. (2011). How professional development in Project Lead the Way changes high school STEM teachers’ beliefs about engineering education. Journal of Pre-College Engineering Education Research (J-PEER), 1(1), Article 3. https://doi.org/10.7771/2157-9288.1027

  • National Research Council. (1996). National science education standards: An overview. National Academies Press.

    Google Scholar 

  • Nowikowski, S. H. (2017). Successful with STEM? A qualitative case study of pre-service teacher perceptions. The Qualitative Report, 22(9), 2312–2333.

    Google Scholar 

  • Park, H., Byun, S.-Y., Sim, J., Han, H.-S., & Baek, Y. S. (2016). Teachers’ Perceptions and Practices of STEAM Education in South Korea. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1739–1753. https://doi.org/10.12973/eurasia.2016.1531a

  • Park, M. H., Dimitrov, D. M., Patterson, L. G., & Park, D. Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291. https://doi.org/10.1177/1476718X15614040

    Article  Google Scholar 

  • Pickering, C., & Byrne, J. (2014). The benefits of publishing systematic quantitative literature reviews for PhD candidates and other early-career researchers. Higher Education Research & Development, 33(3), 534–548. https://doi.org/10.1080/07294360.2013.841651

    Article  Google Scholar 

  • Pigott, T. D., & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153

    Article  Google Scholar 

  • Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: First steps towards a conceptual framework. ZDM Mathematics Education, 40(2), 165–178. https://doi.org/10.1007/s11858-008-0086-z

    Article  Google Scholar 

  • Radloff, J., & Guzey, S. (2016). Investigating preservice STEM teacher conceptions of STEM education. Journal of Science Education and Technology, 25(5), 759–774. https://doi.org/10.1007/s10956-016-9633-5

    Article  Google Scholar 

  • Rahman, N. A., Rosli, R., Rambely, A. S., & Halim, L. (2021). Mathematics teachers’ practices of STEM education: A systematic literature review. European Journal of Educational Research, 10(3), 1541–1559. https://doi.org/10.12973/eu-jer.10.3.1541

  • *Rich, P. J., Jones, B., Belikov, O., Yoshikawa, E., & Perkins, M. (2017). Computing and engineering in elementary school: The effect of year-long training on elementary teacher self-efficacy and beliefs about teaching computing and engineering. International Journal of Computer Science Education in Schools, 1(1), 1–20. https://doi.org/10.21585/ijcses.v1i1.6

  • Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444–467. https://doi.org/10.1080/1046560X.2017.1356671

    Article  Google Scholar 

  • Rinke, C. R., Gladstone-Brown, W., Kinlaw, C. R., & Cappiello, J. (2016). Characterizing STEM teacher education: Affordances and constraints of explicit STEM preparation for elementary teachers. School Science and Mathematics, 116(6), 300–309. https://doi.org/10.1111/ssm.12185

    Article  Google Scholar 

  • Robinson, N. (2016). A case study exploring the effects of using an integrative STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom, Unpublished doctoral dissertation, Georgia State University, USA.

  • Rosyida, F., Sholikhah, W., & Sari, U. A. (2016, November). Mental mapping: Viewing the school environment of the mind. In 1st International Conference on Geography and Education (ICGE 2016) (pp. 344–348). Atlantis Press.

  • Sandall, B. K., Sandall, D. L., & Walton, A. L. (2018). Educators’ perceptions of integrated STEM: A phenomenological study. Journal of STEM Teacher Education, 53(1), 3. https://doi.org/10.30707/JSTE53.1Sandall

  • Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716

    Article  Google Scholar 

  • Schmidt, F. L., & Hunter, J. E. (2015). Methods of meta-analysis: Correcting error and bias in research findings. Sage

  • Schmidt, M., & Fulton, L. (2016). Transforming a traditional inquiry-based science unit into a STEM unit for elementary pre-service teachers: A view from the trenches. Journal of Science Education and Technology, 25(2), 302–315. https://doi.org/10.1007/s10956-015-9594-0

    Article  Google Scholar 

  • *Seçil Yücelyig (2021). Effects of workshops on the early childhood educators’ perceptions of STEM practices. Journal of Education and Future, (20), 37–48. https://doi.org/10.30786/jef.792028.s

  • Shahali, E. H. M., Halim, L., Rasul, S., Osman, K., Ikhsan, Z., & Rahim, F. (2015). Bitara-STEM training of trainers’ programme: Impact on trainers’ knowledge, beliefs, attitudes and efficacy towards integrated STEM teaching. Journal of Baltic Science Education, 14(1), 85–95.

    Article  Google Scholar 

  • Shekhar, P., Borrego, M., DeMonbrun, M., Finelli, C., Crockett, C., & Nguyen, K. (2020). Negative student response to active learning in STEM classrooms. Journal of College Science Teaching, 49(6), 45–54.

    Google Scholar 

  • Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. Springerplus, 4(1), 1–20. https://doi.org/10.1186/2193-1801-4-8

    Article  Google Scholar 

  • Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2017). Teachers’ readiness to use inquiry-based learning: An investigation of teachers’ sense of efficacy and attitudes toward inquiry-based learning. Science Education International, 28(4), 315–325.

    Google Scholar 

  • Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014). Experimental evaluations of elementary science programs: A best-evidence synthesis. Journal of Research in Science Teaching, 51(7), 870–901. https://doi.org/10.1002/tea.21139

    Article  Google Scholar 

  • Srikoom, W., Hanuscin, D. L., & Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia - Pacific Forum on Science Learning and Teaching, 18(2), 6.

    Google Scholar 

  • Sutton, A. J., Duval, S. J., Tweedie, R. L., Abrams, K. R., & Jones, D. R. (2000). Empirical assessment of effect of publication bias on meta-analyses. BMJ, 320(7249), 1574–1577. https://doi.org/10.1136/bmj.320.7249.1574

    Article  Google Scholar 

  • *Suwarma, I. R., & Kumano, Y. (2019). Implementation of STEM education in Indonesia: Teachers’ perception of STEM integration into curriculum. Journal of Physics: Conference Series, 1280, 052052. https://doi.org/10.1088/1742-6596/1280/5/052052.

  • Taylor, J. A., Kowalski, S. M., Polanin, J. R., Askinas, K., Stuhlsatz, M. A., Wilson, C. D., … & Wilson, S. J. (2018). Investigating science education effect sizes: Implications for power analyses and programmatic decisions. AERA Open, 4(3), 1–19. https://doi.org/10.1177/2332858418791991

  • Uibu, K., Salo, A., Ugaste, A., & Rasku-Puttonen, H. (2017). Beliefs about teaching held by student teachers and school-based teacher educators. Teaching and Teacher Education, 63, 396–404. https://doi.org/10.1016/j.tate.2017.01.016

    Article  Google Scholar 

  • Van Eck, R. N., Guy, M., Young, T., Winger, A. T., & Brewster, S. (2015). Project NEO: A video game to promote STEM competency for preservice elementary teachers. Technology, Knowledge and Learning, 20(3), 277–297. https://doi.org/10.1007/s10758-015-9245-9

    Article  Google Scholar 

  • Van Haneghan, J. P., Pruet, S. A., Neal-Waltman, R., & Harlan, J. M. (2015). Teacher beliefs about motivating and teaching students to carry out engineering design challenges: Some initial data. Journal of Pre-College Engineering Education Research (J-PEER), 5(2), 1. https://doi.org/10.7771/2157-9288.1097

  • Varma, T., Volkmann, M., & Hanuscin, D. (2009). Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience. Journal of Elementary Science Education, 21(4), 1–22. https://doi.org/10.1007/BF03182354

    Article  Google Scholar 

  • Widiyatmoko, A., & Nurmasitah, S. (2013). Designing simple technology as a science teaching aids from used materials. Journal of Environmentally Friendly Processes, 1(4), 26–33.

    Google Scholar 

  • Wong, S. S., Firestone, J. B., Ronduen, L. G., & Bang, E. (2016). Middle school science and mathematics teachers’ conceptions of the nature of science: A one-year study on the effects of explicit and reflective online instruction. International Journal of Research in Education and Science, 2(2), 469–482.

    Article  Google Scholar 

  • Zimmer, K. E., McHatton, P. A., Driver, M. K., Datubo-Brown, C. A., & Steffen, C. (2018). Innovative communities: Embedding special education faculty in science methods courses. Teacher Education Quarterly, 45(4), 73–92.

    Google Scholar 

  • Zhou, M., & Lam, K. K. L. (2019). Metacognitive scaffolding for online information search in K-12 and higher education settings: A systematic review. Educational Technology Research and Development, 67(6), 1353–1384. https://doi.org/10.1007/s11423-019-09646-7

    Article  Google Scholar 

  • Zhou, M., Lam, K. K. L., & Zhang, Y. (in press). Metacognition and academic procrastination: A meta-analytical examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy. https://doi.org/10.1007/s10942-021-00415-1

  • Zou, G. Y. (2007). Toward using confidence intervals to compare correlations. Psychological Methods, 12(4), 399–413. https://doi.org/10.1037/1082-989X.12.4.399

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, University of Macau, Avenida da Universidade, Taipa, Macau, China

    Jiawei Zhang, Mingming Zhou & Xiaotian Zhang

Authors
  1. Jiawei Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mingming Zhou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Xiaotian Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mingming Zhou.

Ethics declarations

Conflicts of interest

The author has no conflicts of interest to declare that are relevant to the content of this article.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zhang, J., Zhou, M. & Zhang, X. Interventions to promote teachers’ perceptions about STEM education: A meta-analysis. Educ Inf Technol 28, 7355–7390 (2023). https://doi.org/10.1007/s10639-022-11492-9

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-11492-9

Keywords

Search

Navigation