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Critical Analysis of International STEM Education Policy Themes
Date
2019
Journal Title
Journal ISSN
Volume Title
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Abstract
The optimal implementation of STEM in K-12 schools is a long-range goal, yet, currently there is no clear
understanding of how STEM education is defined and how schools are implementing integrated STEM
curricula. The main purpose of this study was to critically analyse themes found in major international STEM
education policies and practices. The main question of the study was, what are the international common
themes of effective instructional policies and practices of the STEM education? The study followed a
qualitative approach with use of document analysis, incorporating Braun‟s and Clarke‟s protocol for selecting
the key international STEM policies, reports, and documents. The thematic analysis revealed two broad
classes of implementation global themes: structural and interpersonal. The structural implementation global
themes include: “subject integration/project-based learning/design-based education, non-traditional
assessment, STEM content, time, professional development, and outside support (e.g., businesses and
industry). The interpersonal implementation global themes include: leadership, collaboration, willingness, and
authentic/meaningful/relevant experiences for participants. In conclusion, the appeal of integrative policy of
education calls for constructivist-based approaches that are deemed highly effective within STEM curricula
because of the integrative nature of its concepts that include a myriad of constructivist practices to help build
21st -century skills within students.
Description
Keywords
STEM education, STEM policies, thematic analysis, K-12 curriculum
Citation
J. Al Quraan, D.E. and A Forawi, P.S. (2019) “Critical Analysis of International STEM Education Policy Themes,” JOURNAL OF EDUCATION AND HUMAN DEVELOPMENT, 8(2).