THE OPEN-ENDED QUESTION IN SCIENCE, TECHNOLOGY, ENGINEER AND MATHEMATICS (STEM) EDUCATION: A MAPPING OF SCIENTIFIC PAPERS

Guilherme Stecca Marcom, Antonín Jancarik, Bruno Akira Minamihara Watanabe, Vitória Ribeiro Baldim

Abstract


Incorporating problem-solving strategies and the use of open-ended questions represent important points in STEM education. Thus, the aim of this study is to conduct an initial exploration of the existing body of research published in academic journals dedicated to STEM education. Employing a meticulous methodology, the selection process resulted in the following journals: Physical Review Physics Education Research, Journal on Mathematics Education, Journal of Technology and Science Educational and International Journal of STEM Educational. Thirty-six articles were selected for the research. The analysis of the results reveals that 64% of the selected articles primarily target students in basic education. Furthermore, the classification of the types of open-ended question applications indicates that most articles (42%) seek to investigate Students' Characteristics, Conceptions and Cognitive Processes (CS), followed by studies focusing on Educational Evaluation (EE) (36%). Processes and Methods of Teaching and Learning (PMTL) (17%), Teaching Resources and Materials (DRM) and Language and Discourse (L&D) (both with 3%) constitute the remaining categories. Overall, our results provide a comprehensive overview of the research conducted on the interrelated triad of open-ended questions, problem-solving and STEM education.

Keywords


Open-ended questions; STEM; Problem-solving strategy; Review.

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DOI: https://doi.org/10.11591/edulearn.v20i3.22688

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