Fostering STEM Education in Primary Schools: A Review of strategies for enhancing science skills, design thinking, and inquiry-based learning

Mohd Yahya Fadzli Jusoh; Nor Asniza Ishak; Rendi Restiana Sukardi; Wiwit Artika; Asnida  Ismail

doi:10.21834/e-bpj.v9iSI20.6093

Authors

Mohd Yahya Fadzli Jusoh School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Nor Asniza Ishak School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Rendi Restiana Sukardi Cibiru Campus of Universitas Pendidikan Indonesia, Cibiru Wetan, Bandung, West Java, Indonesia
Wiwit Artika Biology Education Department, Faculty of Education and Teacher Training, Universitas Syiah Kuala, Aceh, Indonesia
Asnida Ismail nstitute of Teacher Education Pulau Pinang Campus, Penang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v9iSI20.6093

Keywords:

Differentiated Instruction, Scaffolding Strategies, Scientific Inquiry , STEM Education

Abstract

This systematic literature review investigates strategies and findings to enhance science process skills, design thinking, and inquiry-based learning in primary education. By analyzing 9 Web of Science and Scopus databases articles, the review identifies successful pedagogical approaches, the role of technology-rich environments and scaffolding strategies, and the impact of individual differences in developing these skills. The results highlight the effectiveness of innovative pedagogy, technology-rich environments, scaffolding, and differentiated instruction. However, the review also reveals research gaps, such as the need for long-term studies, exploring the effectiveness of technology-rich environments and scaffolding strategies in the leading science program, and assessing differentiated teaching and guidance strategies.

References

Adeoye, M. A., & Jimoh, H. A. (2023). Problem-solving skills among 21st-century learners toward creativity and innovation ideas. Thinking Skills and Creativity Journal, 6(1), 52–58. https://doi.org/10.23887/tscj.v6i1.62708 DOI: https://doi.org/10.23887/tscj.v6i1.62708

Alashwal, M. (2020). Design thinking in STEM education: A review. International Research in Higher Education, 5(1), 18. https://doi.org/10.5430/irhe.v5n1p18 DOI: https://doi.org/10.5430/irhe.v5n1p18

Amir, H., Permatananda, P. A. N. K., Cahyani, D. D., Langelo, W., Rosita, R., Sajodin, S., Noprianty, R., Astuti, A., Suhari, S., Wahyuningsih, S., Kusumawati, P. D., Swamilaksita, P. D., Sudarman, S., & Syaiful, S. (2023). Enhancing skill conceptualization, critical thinking, and nursing knowledge through reflective case discussions: A systematic review. Journal of Medicine and Life, 16(6), 851–855. https://doi.org/10.25122/jml-2023-0042 DOI: https://doi.org/10.25122/jml-2023-0042

António, F., & Guilhermina Lobato, M. (2023). Effects of using augmented reality on students’ learning. Trends in Computer Science and Information Technology, 8(1), 001–004. https://doi.org/10.17352/tcsit.000061 DOI: https://doi.org/10.17352/tcsit.000061

Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Dil ve Dilbilimi Çalışmaları Dergisi, 16(2), 775–797. https://doi.org/10.17263/jlls.759300 DOI: https://doi.org/10.17263/jlls.759300

Aulia, I., Sumah, A. S. W., & Genisa, M. U. (2023). Increasing science process skills using inquiry learning model. Jurnal Pijar Mipa, 18(3), 317–323. https://doi.org/10.29303/jpm.v18i3.4850 DOI: https://doi.org/10.29303/jpm.v18i3.4850

Baharom, M., Atan, N., Rosli, M., Yusof, S., & Hamid, M. (2020). Integration of science learning apps based on inquiry based science education (IBSE) in enhancing students' science process skills (SPS). International Journal of Interactive Mobile Technologies (iJIM, 14)(09), 95. https://doi.org/10.3991/ijim.v14i09.11706 DOI: https://doi.org/10.3991/ijim.v14i09.11706

Cavdar, O., Yıldırım, B., Kaya, E., & Akkus, A. (2024). Exploring the nanoworld: Middle school students use TRIZ-STEM in nanotechnology education. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c01031 DOI: https://doi.org/10.1021/acs.jchemed.3c01031

Felix, D., Kilag, O. K., Malbas, M., Catacutan, A., Tiongzon, B., & Abendan, C. F. (2023). Towards global competence: Innovations in the Philippine curriculum for addressing international challenges. Excellencia: International Multi-Disciplinary Journal of Education.

Gull, C., Levenson Goldstein, S., & Rosengarten, T. (2022). STEM learning and loose parts in early elementary classrooms: A scoping review. International Online Journal of Primary Education, 11(2), 279–292. https://doi.org/10.55020/iojpe.1201534 DOI: https://doi.org/10.55020/iojpe.1201534

Inel-Ekici, D., & Ekici, M. (2022). Mobile inquiry and inquiry-based science learning in higher education: Advantages, challenges, and attitudes. Asia Pacific Education Review, 23(3), 427–444. https://doi.org/10.1007/s12564-021-09729-2 DOI: https://doi.org/10.1007/s12564-021-09729-2

Kamarudin, M. Z., Mat Noor, M. S. A., & Omar, R. (2024). ‘How do plants grow?’: Teaching photosynthesis using digital inquiry-based science learning. Science Activities, 61(3), 118–131. https://doi.org/10.1080/00368121.2024.2315035 DOI: https://doi.org/10.1080/00368121.2024.2315035

Katyetova, A. (2023). Development of algorithmic and programming thinking at primary school in state educational programs. Trends in Education, 15(1), 26–36. https://doi.org/10.5507/tvv.2023.001 DOI: https://doi.org/10.5507/tvv.2023.001

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z DOI: https://doi.org/10.1186/s40594-016-0046-z

Kopcha, T. J., McGregor, J., Shin, S., Qian, Y., Choi, J., Hill, R. B., Mativo, J., & Choi, I. (2017). Developing an integrative STEM curriculum for robotics education through educational design research. Journal of Formative Design in Learning, 1(1), 31–44. https://doi.org/10.1007/s41686-017-0005-1 DOI: https://doi.org/10.1007/s41686-017-0005-1

Kurniawati, A. (2021). Science process skills and its implementation in the process of science learning evaluation in schools. Journal of Science Education Research, 5(2), 16-20. https://doi.org/10.21831/jser.v5i2.44269 DOI: https://doi.org/10.21831/jser.v5i2.44269

Langdon, A., & Pandor, J. M. (2020). An investigation of scaffolding strategies to support structured inquiry language teaching to novice learners in a primary school setting. Language Value, 13(1), 1–22. https://doi.org/10.6035/LanguageV.2020.13.1 DOI: https://doi.org/10.6035/LanguageV.2020.13.1

Li, Y., Huang, Z., Jiang, M., & Chang, T.-W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Educational Technology and Society, 19(3), 143–156. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85000716711&partnerID=40&md5=6b17113be0f0118649f0d1a862569c61

Makar, K., Fry, K., & English, L. (2023). Primary students’ learning about citizenship through data science. ZDM-Mathematics Education, 55(5), 967–979. https://doi.org/10.1007/s11858-022-01450-7 DOI: https://doi.org/10.1007/s11858-022-01450-7

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). PRISMA 2009 flow diagram. In The PRISMA statement (Vol. 6, p. 1000097). DOI: https://doi.org/10.1371/journal.pmed.1000097

Noel, L.-A., & Liu, T. L. (2016, June 25). Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success. DRS2016: Future-Focused Thinking. https://doi.org/10.21606/drs.2016.200 DOI: https://doi.org/10.21606/drs.2016.200

Ortiz-Revilla, J., Greca, I. M., & Meneses-Villagrá, J. A. (2021). Effects of an integrated STEAM approach on the development of competence in primary education students (Efectos de una propuesta STEAM integrada en el desarrollo competencial del alumnado de Educación Primaria). Journal for the Study of Education and Development, 44(4), 838–870. https://doi.org/10.1080/02103702.2021.1925473 DOI: https://doi.org/10.1080/02103702.2021.1925473

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews . The BMJ, 372. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71

Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 12. https://doi.org/10.3390/publications9010012 DOI: https://doi.org/10.3390/publications9010012

Razali, N., Ali, N., Safiyuddin, S., & Khalid, F. (2022). Design thinking approaches in education and their challenges: A systematic literature review. Creative Education. https://doi.org/10.4236/ce.2022.137145 DOI: https://doi.org/10.4236/ce.2022.137145

Idris, N., Talib, O., & Razali, F. (2022). Strategies in mastering science process skills in science experiments: A systematic literature review. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v11i1.32969 DOI: https://doi.org/10.15294/jpii.v11i1.32969

Putu, I., Suryawan, P., Sudiarta, G., Suharta, G., Kritis, B., Matematis, M., Matematika, P., & Masalah, I. (2023). Students' critical thinking skills in solving mathematical problems: Systematic literature review. Indonesian Journal Of Educational Research and Review. https://doi.org/10.23887/ijerr.v6i1.56462 DOI: https://doi.org/10.23887/ijerr.v6i1.56462

Shipepe, A., Uwu-Khaeb, L., De Villiers, C., Jormanainen, I., & Sutinen, E. (2022). Co-learning computational and design thinking using educational robotics: A case of primary school learners in Namibia. Sensors, 22(21). https://doi.org/10.3390/s22218169 DOI: https://doi.org/10.3390/s22218169

Solé-Llussà, A., Aguilar, D., & Ibáñez, M. (2022). The effect of an instructional intervention based on the use of video-worked examples to promote elementary students’ science process skills. International Journal of Education in Mathematics, Science and Technology, 10(3), 753–772. https://doi.org/10.46328/ijemst.2158 DOI: https://doi.org/10.46328/ijemst.2158

Sumantri, M. (2023). The influencing of inquiry-based learning on science conceptual understanding in terms of primary school's self-efficacy. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 7(3), 3627–3638. https://doi.org/10.31004/obsesi.v7i3.4618 DOI: https://doi.org/10.31004/obsesi.v7i3.4618

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st-century skills for the future of work and education. Journal of Intelligence. https://doi.org/10.3390/jintelligence11030054 DOI: https://doi.org/10.3390/jintelligence11030054

Ünlü, P., Hacieminoglu, E., & Yildiz, N. G. (2023). A “light bulb moment”: Lab experiments enhancing novelty and critical thinking designed by future teachers. Thinking Skills and Creativity, 50. https://doi.org/10.1016/j.tsc.2023.101413 DOI: https://doi.org/10.1016/j.tsc.2023.101413

Widyaningsih, D., & Gunarhadi, G. (2020). Analysis of science process skills on science learning in primary school. Jurnal Pendidikan Sains Indonesia, 5(2), 89-100. https://doi.org/10.2991/assehr.k.200129.085 DOI: https://doi.org/10.2991/assehr.k.200129.085

Yalçın, V. (2022). Design thinking model in early childhood education. International Journal of Psychology and Educational Studies, 9(1), 196-210. https://doi.org/10.52380/ijpes.2022.9.1.715 DOI: https://doi.org/10.52380/ijpes.2022.9.1.715