Current modes of education require STEM education to integrate four disciplines (science, technology, engineering, and mathematics) into one larger discipline. However, the implementation of integrated STEAM training is not an easy task because many issues arise after its implementation. Therefore, a systematic review was conducted to gather evidence from the latest empirical studies to explore the main issues related to integrated STEAM education. PRISMA guidelines were used to track relevant articles from 2010 to 2019 using Scopus and Google Scholar databases. Hence, a total of 17 articles were identified. The findings showed that the teacher is the most important factor in the integrated education of STEAM. The knowledge of teacher is the key to the implementation of STEAM integrated education, but teachers in the field of STEAM education are still unaware of the content of STEAM. Therefore, STEAM teachers must immediately have in-depth knowledge of STEM content to ensure successful implementation of STEAM integration.
karimzadeh, E., ayati, M., & pourshafei, H. (2023). Implementation problems of integrated STEM education: a systematic review.. Interdisciplinary Studies in Education, 1(1), -. doi: 10.22034/ise.2023.13375.1025
MLA
enayat karimzadeh; mohsen ayati; hadi pourshafei. "Implementation problems of integrated STEM education: a systematic review.". Interdisciplinary Studies in Education, 1, 1, 2023, -. doi: 10.22034/ise.2023.13375.1025
HARVARD
karimzadeh, E., ayati, M., pourshafei, H. (2023). 'Implementation problems of integrated STEM education: a systematic review.', Interdisciplinary Studies in Education, 1(1), pp. -. doi: 10.22034/ise.2023.13375.1025
VANCOUVER
karimzadeh, E., ayati, M., pourshafei, H. Implementation problems of integrated STEM education: a systematic review.. Interdisciplinary Studies in Education, 2023; 1(1): -. doi: 10.22034/ise.2023.13375.1025
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