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STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices

Author

Listed:
  • Salbiah Mohamad Hasim

    (Faculty of Education, The National University of Malaysia, Bangi 43600, Malaysia)

  • Roslinda Rosli

    (Faculty of Education, The National University of Malaysia, Bangi 43600, Malaysia
    Aggie STEM, Texas A&M University, College Station, TX 77840, USA)

  • Lilia Halim

    (Faculty of Education, The National University of Malaysia, Bangi 43600, Malaysia)

  • Mary Margaret Capraro

    (Aggie STEM, Texas A&M University, College Station, TX 77840, USA)

  • Robert M. Capraro

    (Aggie STEM, Texas A&M University, College Station, TX 77840, USA)

Abstract

The science, technology, engineering, and mathematics (STEM) field is a crucial global driver for the development of various aspects of modern society, such as the economy, technology, education, and skills of the 21st-century workforce. All countries strive to produce STEM talent to meet future economic markets. Sustained professional development (PD) can support reform in STEM. Teachers need professional training to improve their knowledge, understanding, and teaching practices, which affect the development of their students’ meaningful learning. As a result, a systematic study was carried out to identify STEM PD activities and their influence on teachers’ knowledge and instructional methods. The peer-reviewed publications were published between 2017 and 2021, and Scopus, Web of Science, and EBSCOhost databases were used to find them. A comprehensive review of these empirical articles produced a total of 15 subthemes under activities and impact themes. The results exhibited that the dominant activities of STEM PD included engineering activities that indirectly had an extremely high impact on teachers’ knowledge and teaching practices related to engineering design, the problem-solving process as it relates to the engineering design process, and experiences of scientists and engineers. Finally, several recommendations for STEM PD sustainability and future research reference are presented.

Suggested Citation

  • Salbiah Mohamad Hasim & Roslinda Rosli & Lilia Halim & Mary Margaret Capraro & Robert M. Capraro, 2022. "STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices," Mathematics, MDPI, vol. 10(7), pages 1-20, March.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:7:p:1109-:d:782955
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Nguyen Tien Long & Nguyen Thi Hoang Yen & Nguyen Van Hanh, 2020. "The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education," International Journal of Education and Practice, Conscientia Beam, vol. 8(4), pages 720-732.
    3. Robert M. Capraro & Mary Margaret Capraro & James Joseph Scheurich & Meredith Jones & Jim Morgan & Kristin Shawn Huggins & M. Sencer Corlu & Rayya Younes & Sunyoung Han, 2016. "Impact of sustained professional development in STEM on outcome measures in a diverse urban district," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 181-196, March.
    4. Louis S. Nadelson & Anne L. Seifert, 2017. "Integrated STEM defined: Contexts, challenges, and the future," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(3), pages 221-223, May.
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    Cited by:

    1. Charles Kojo Assuah & Robert Benjamin Armah & Rufai Sabtiwu & Grace Abedu & Stephanie Assuah Author-Workplace-NameDepartment of Science Education, University of Education, Winneba, 2022. "High School Mathematics Teachers’ Knowledge About Stem Education: The Ordinal Logistic Regression Model," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(5), pages 868-879, May.
    2. Valery Ochkov & Inna Vasileva & Konstantin Orlov & Julia Chudova & Anton Tikhonov, 2022. "Visualization in Mathematical Packages When Teaching with Information Technologies," Mathematics, MDPI, vol. 10(19), pages 1-21, September.
    3. Valery Ochkov & Inna Vasileva & Ekaterina Borovinskaya & Wladimir Reschetilowski, 2023. "Application of STEM Technologies on the Example of the Problem of a Thread with a Load," Mathematics, MDPI, vol. 11(12), pages 1-20, June.

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