Abstract:

The recent reforms in the field of education have more emphasized the importance of the STEM education approach in the individual and community life. The number of studies that make clear explanations in the summer of the field in relation to the definition, characteristics and differences of the STEM training approach is limited. The aim of this study is to define, identify, and reveal differences with the three educational approaches addressed together with STEM, based on the existing field writing. This is a compilation study and the field in the summer scan has not been used any prior criteria in determining the studies, all the studies considered relevant from the databases have been read and taken to be evaluated within the framework of this study. The 10 characteristics of the STEM training approach have been identified and explained. The engineering design process, which is the theoretical framework of the STEM training approach, is also detailed. However, the field in summer has revealed the similarities and differences with project-based learning, problem-based learning and experimental activities and learning used along with the STEM training approach. According to the results of the study, there have been differences between the STEM training approach and other approaches in presenting the problem state, finding solutions to the problem state and in the implementation processes. It is more important that a product appears in a project-based learning rather than the process. While it is important to use different disciplines for integrated design in the STEM training approach to achieving a problem-solving, it may be sufficient to use one discipline to achieving a problem-solving in the problem-based learning. The STEM training approach is not just a experimental activity process, but the STEM training approach can be used in the process of application.

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Abstract:

Recent educational reforms emphasize the importance of the STEM education approach in individual and community life. While asserting that the STEM education approach is so crucial, there is a limited number of studies making clear elucidations in the literature considering its definition, characteristics, and differences. This study addresses how to define the STEM education approach based on the existing literature to ascertain its characteristics and compare it with the other three educational approaches. This is a review study. There were no predetermined criteria for choosing the related sources, and all sources considered to be relevant were read from the online databases and taken into account. 10 characteristics of the STEM education approach were determined and explained. The engineering design process, the theoretical framework of the STEM education approach, is elaborated in detail. Similarities and differences of the STEM education approach with project-based learning, problem-based learning, and learning with experiments activity were compared. The results of the study point to differences between the STEM education approach and other approaches in presenting the problem, finding solutions to the problem, and application processes. In project-based learning, it is more important to have a product to emerge at the end rather than the process itself. In the STEM education approach, it is essential to use different disciplines in an integrated way to achieve the solution. However, it may be sufficient to use one discipline to achieve the solution in problem-based learning. It was concluded that the STEM education approach is not an experimental activity but can benefit from experiments in the STEM education process.