¿Qué sabemos del posicionamiento STEM del alumnado? Una revisión sistemática de la literatura

Carme Grimalt-Álvaro; Digna Couso

doi:10.6018/rie.467901

Authors

Dr. Carme Grimalt-Álvaro Universitat Rovira i Virgili https://orcid.org/0000-0002-5314-7706
Dr. Digna Couso Universitat Autònoma de Barcelona https://orcid.org/0000-0003-4253-5049

DOI: https://doi.org/10.6018/rie.467901

Keywords: identification, STEM Education, students, literature review

Supporting Agencies

Ministerio de Ciencia, Innovación y Universidades
AGAUR

Abstract

The rise of the educational perspective STEM (science, technology, engineering, and mathematics) in educational research and innovation has led to the publication of many studies on the evolution of student positioning towards STEM disciplines and activities. The aim of this study is to synthesize the major contributions of these investigations, which are developed within the compulsory school stage, focusing specially on interest, ability, self-efficacy, and aspirations. A systematic review of the publications in the literature of the last 10 years (2011-2021) has been carried out in the most relevant databases, following the PRISMA model (Moher et al., 2009). The thematic analysis of the 73 documents included confirms the diversity of approaches to the study of STEM identity, addressed from a disciplinary approach or as a global identity. Results also evince different limitations related to some constructs considered in STEM identity development that cause inequalities among the students. The mutual influence between the different constructs considered not only allows to deepen the characterization of students’ STEM identity, but also suggests several entry points for the development of strategies that can promote a development of a positive STEM identity.

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