Mapping STEM education from 25 years of nsf-funded projects

• Autores: Feng Kuang Chiang, Liyan Wang, Jingjing Zhang, Xiaomei Yan, Yehong Yang, Li Chen
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. 6 (Parte A), 2019, págs. 1594-1604
• Idioma: inglés
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• Resumen

  • In the last two decades, the focus on science, technology, engineering, and mathematics (STEM) education led by the US hasattracted growing attention from governments and research councils worldwide. This study investigates the implementation ofSTEM in the US by analysing the National Science Foundation (NSF) funding strategies for STEM. The NSF is a major source offederal support for education and educational research in the US. The data show that the NSF funded STEM education projectsfrom 1993, which was an immediate response to the AAAS (American Association for the Advancement of: Science) advocacy forscience literacy. This study examined the STEM education projects funded by the NSF from 1993 to 2018. The results suggestedthat both the number of funded STEM education projects and the amount of total funds increased continuously. This fundinginvolved most of the NSF divisions, among which the Directorate of Education and Human Resources shouldered theresponsibility for most of the funding, followed by the Directorate of Engineering, which is aligned with its mission to promote thedevelopment of the future workforce in engineering. The funded projects laid the foundations for STEM education by funding awide range of research projects, including research on the basic theories of STEM education, effective classroom practices, anddevelopments in different areas. Recently, the NSF increased the funding for small-scale projects in response to policies that requirethe implementation of STEM educational practices at every educational level throughout the nation. In addition, the NSF has alsobeen focused on ensuring inclusiveness for disadvantaged groups and promoting informal learning in STEM education.