| Abstrakt: |
The integration of STEM (Science, Technology, Engineering and Mathematics) approaches into learning continues to attract the attention of researchers and academics. Teachers play a key role in the success and support of learning when implementing STEM-based learning. This study aims to provide a comprehensive overview, building on previous literature, and to provide future directions for further STEM research by researchers and educators. There are 193 documents containing his STEM in the Taylor & Francis database, which were synthesized. Research questions include annual publication frequency. Distribution includes STEM titles, method and topic distributions, most cited counts, most contributing countries, and frequently publishing journals in the STEM field. Of the 193 articles, only 21 contained the word MINT in the title, and 64 documents saw a significant increase in publication frequency in 2022. Most of the research published in the STEM field focuses on teaching and learning and mastering concepts. Aligned by country, the United States, United Kingdom and Sweden make the largest contributions in this area compared to other countries, followed by the Netherlands, Germany, Finland and Norway. The most cited authors are Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, and Kongju Mun, who have been cited 110 times. Based on the number of articles, the International Journal of Science Education is the journal that contributed the most to STEM between 2013 and 2022. [ABSTRACT FROM AUTHOR] |
