Teaching Approaches for STEM Integration in Pre- and Primary School: a Systematic Qualitative Literature Review

Area of Science:

• Education
• STEM Education
• Curriculum Development

Background:

• Existing literature reviews on STEM education often focus on specific aspects (e.g., robotics, digital games) or age groups.
• A comprehensive review on STEM integration in formal education for children aged 4-12 has been lacking for the past decade.

Purpose of the Study:

• To systematically review qualitative literature on STEM education for children aged 4-12 in formal settings.
• To analyze the level of STEM integration, the role of engineering, and teaching approaches in existing research.

Main Methods:

• Systematic qualitative literature review of 60 research articles.
• Descriptive analysis of research context (date, country, age, setting, methodology).
• Thematic analysis to answer research questions on integration, engineering's role, and teaching methods.

Main Results:

• Many studies claim STEM integration, but practical implementation is often limited or not evident.
• Engineering's role in integrated STEM approaches is varied and requires further focus.
• Siloed approaches are more common than authentic interdisciplinary methods.

Conclusions:

• There is a need to move beyond claimed to actualized STEM integration in practice.
• Encouraging authentic interdisciplinary approaches is crucial for effective STEM education.
• Problem-based or project-based learning methods can facilitate genuine STEM integration.