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LITERATURE REVIEW
Characterization of STEM teacher education programs for disciplinary integration: A systematic review
1
Universidad Antonio Nariño. Facultad de Educación. Grupo de Investigación Conciencia. Calle 22 Sur # 12D-81. 111821, Bogotá, COLOMBIA
2
IDEASA Environment and Sustainability, Sergio Arboleda University, Bogotá, COLOMBIA
Online publication date: 2024-02-26
Publication date: 2024-03-01
EURASIA J. Math., Sci Tech. Ed 2024;20(3):em2408
KEYWORDS
ABSTRACT
STEM education is established as an alternative for developing 21st century skills, with the premise
of integrating its component disciplines. Although numerous studies exist on the subject, STEM
teacher training programs are not widely discussed. Therefore, a systematic literature review was
conducted in Scopus and Web of Science to identify the intentions of the training and the design
and implementation of such teacher training programs. Among the 15 articles identified, there
are three groups of intentions: Improving knowledge, developing competencies and skills, and
changing attitudes and perceptions. Five methodological strategies were identified: project-based
learning, problem-based learning, collaborative learning, ODR (observation/discussion/reflection)
approach, and design-based learning. Disciplinary integration can be achieved through content
or competencies. It is concluded that design-based learning is the most appropriate strategy for
disciplinary integration. It is recommended that research be conducted to measure the impact of
modality and time of training on the development of STEM competencies.
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