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Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

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  • Juliana Fosua Gyasi

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Lanqin Zheng

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Yidan Zhou

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

Abstract

Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

Suggested Citation

  • Juliana Fosua Gyasi & Lanqin Zheng & Yidan Zhou, 2021. "Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory," Sustainability, MDPI, vol. 13(16), pages 1-27, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:8828-:d:610028
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    References listed on IDEAS

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    1. Thi Phuoc Lai Nguyen & Thi Huy Nguyen & Thanh Khiet Tran, 2020. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development," Sustainability, MDPI, vol. 12(21), pages 1-16, October.
    2. Juan Carlos González-Salamanca & Olga Lucía Agudelo & Jesús Salinas, 2020. "Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review," Sustainability, MDPI, vol. 12(24), pages 1-17, December.
    3. Tong Zhang & Zaffar A. Shaikh & Alexei V. Yumashev & Monika Chłąd, 2020. "Applied Model of E-Learning in the Framework of Education for Sustainable Development," Sustainability, MDPI, vol. 12(16), pages 1-15, August.
    4. Elizabeth L. Petrun Sayers & Christopher A. Craig & Emily Skonicki & Grace Gahlon & Susan Gilbertz & Song Feng, 2021. "Evaluating STEM-Based Sustainability Understanding: A Cognitive Mapping Approach," Sustainability, MDPI, vol. 13(14), pages 1-23, July.
    5. Ruba Ali & Jolly Bhadra & Nitha Siby & Zubair Ahmad & Noora Jabor Al-Thani, 2021. "A STEM Model to Engage Students in Sustainable Science Education through Sports: A Case Study in Qatar," Sustainability, MDPI, vol. 13(6), pages 1-26, March.
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    Cited by:

    1. Georgi V. Georgiev & Vijayakumar Nanjappan, 2023. "Sustainability Considerations in Digital Fabrication Design Education," Sustainability, MDPI, vol. 15(2), pages 1-15, January.
    2. Juliana Fosua Gyasi & Lanqin Zheng & Miaolang Long, 2021. "Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020," Sustainability, MDPI, vol. 13(24), pages 1-25, December.

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