The open-ended question in science, technology, engineering, and mathematics education: a mapping of scientific papers

Abstract

The aim of this study is to conduct an initial exploration of research published in academic journals dedicated to science, technology, engineering, and mathematics (STEM) education, focusing on the incorporation of problem-solving strategies and the use of open-ended questions. The analysis includes the journals Physical Review Physics Education Research, Journal on Mathematics Education, Journal of Technology and Science Education, and International Journal of STEM Education. A total of 36 articles were selected, and the methodology followed a rigorous literature review process. The results show that 64% of the selected articles focus on students in primary and secondary education. The classification of open-ended question applications reveals that 42% of the studies investigate students’ characteristics, conceptions, and cognitive processes (CS), followed by 36% focusing on educational evaluation (EE). Teaching and learning processes and methods (PMTL) account for 17%, while teaching resources (DRM) and language and discourse (L&D) each make up 3%. This study contributes by providing a comprehensive overview of the interrelation between open-ended questions, problem-solving, and STEM education, highlighting relevant areas of focus such as students’ cognitive characteristics and assessment practices. Future research could expand on these categories and explore teaching practices in STEM education in greater depth.