Unveiling the pedagogical practices in the STEM classroom: A scoping review

STEM education is considered a crucial aspect of fostering skills and innovation among students in the 21st century. In 2015, the Australian Education Ministry endorsed the National STEM School Education Strategy, which focuses on teaching and learning strategies for STEM subjects. This scoping review aims to explore the pedagogical strategies used by teachers in STEM classes. The research includes a thorough investigation of 27 peer-reviewed articles published between 2015 and 2023, using the search engines Academic Search Complete and ERIC via EBSCOhost. The study investigates pedagogical approaches used in STEM classrooms at the early childhood, primary, and secondary school levels, taking into account demographic factors. The articles were mostly published in Australia and Asian countries where the majority of research was published on primary and secondary level participants. Initial findings show that various pedagogical strategies are used, such as inquiry-based learning, project-based, problem-based learning, collaborative learning, real-life activities, and technology integration. With the support of proper classroom settings, these pedagogical approaches can develop skills among students. By synthesizing information from the chosen papers, this study provides an overview of common pedagogical practices in STEM education, clarifying the efficacy of various teaching strategies in promoting student involvement, conceptual comprehension, and skill development across STEM disciplines. The findings of this study will contribute to the current project in explaining Australian teachers’ pedagogical practices in the STEM classroom. This study intends to inform evidence-based practices and highlight the diversity of pedagogical approaches and their effects on student learning, ultimately improving the quality of STEM education worldwide.