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Utilizing the PRISMA procedure’s criteria, we pinpointed 31 eligible articles. Reacting to RQ1, a descriptive analysis has been conducted to provide a comprehensive description of the publication year, the first author’s nation, research methods, participants, and impact. Reacting to RQ2, we conducted an in-depth content analysis and categorized entrepreneurial STEM education into three distinct types: the entrepreneurial element-embedded design, the whole-process integration, and the project-driven entrepreneurial design. Reacting to RQ3, the flowcharts provided for each type offer a practical template for understanding the patterns of integration. The Type I pattern shows entrepreneurship as an additional component to the STEM curriculum, the Type II pattern illustrates a more integrated approach throughout the educational process, and the Type III pattern displays a project-driven, in-depth integration of entrepreneurship.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Integrating Entrepreneurial Education into STEM Education:\",\"authors\":\"Wenhao Yu, Zhuoran Zheng, Jiaqi He\",\"doi\":\"10.1007/s11165-024-10193-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The integration of entrepreneurship education and STEM education has emerged as a crucial field of research, necessitating an immediate providing a comprehensive review of the field from diverse viewpoints, thereby supporting upcoming research projects. 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引用次数: 0
摘要
创业教育与 STEM 教育的融合已成为一个重要的研究领域,因此有必要立即从不同角度对该领域进行全面综述,从而为即将开展的研究项目提供支持。本系统综述旨在解决以下三个研究问题:目前关于将创业教育融入 STEM 教育的研究有哪些特点和趋势?(问题 1);根据整合程度,创业教育与 STEM 教育整合的类型有哪些?(问题 2);在对每种类型进行深入分析和概述之后,每种类型的创业教育融入 STEM 教育的相应模式是什么?(问题 3)。根据 PRISMA 程序的标准,我们确定了 31 篇符合条件的文章。针对 RQ1,我们进行了描述性分析,对文章的发表年份、第一作者所在国家、研究方法、参与者和影响进行了全面描述。针对问题 2,我们进行了深入的内容分析,并将 STEM 创业教育分为三种不同类型:创业元素嵌入式设计、全过程整合式设计和项目驱动式创业设计。针对问题 3,我们为每种类型提供了流程图,为理解整合模式提供了实用模板。第 I 类模式显示创业是科学、技术、工程和数学课程的一个额外组成部分,第 II 类模式说明在整个教育过程中更多地采用整合方法,而第 III 类模式则显示以项目为驱动的创业深度整合。
Integrating Entrepreneurial Education into STEM Education:
The integration of entrepreneurship education and STEM education has emerged as a crucial field of research, necessitating an immediate providing a comprehensive review of the field from diverse viewpoints, thereby supporting upcoming research projects. This systematic review aimed to address the following three research questions: What are the characteristics and trends of the current studies on integrating entrepreneurial education into STEM education? (RQ1); Based on the extent of integration, what are the types of integration of entrepreneurial education into STEM education? (RQ2); Following an in-depth analysis and overview of each type, what are the corresponding patterns for each type of integration of entrepreneurial education into STEM education? (RQ3). Utilizing the PRISMA procedure’s criteria, we pinpointed 31 eligible articles. Reacting to RQ1, a descriptive analysis has been conducted to provide a comprehensive description of the publication year, the first author’s nation, research methods, participants, and impact. Reacting to RQ2, we conducted an in-depth content analysis and categorized entrepreneurial STEM education into three distinct types: the entrepreneurial element-embedded design, the whole-process integration, and the project-driven entrepreneurial design. Reacting to RQ3, the flowcharts provided for each type offer a practical template for understanding the patterns of integration. The Type I pattern shows entrepreneurship as an additional component to the STEM curriculum, the Type II pattern illustrates a more integrated approach throughout the educational process, and the Type III pattern displays a project-driven, in-depth integration of entrepreneurship.
期刊介绍:
2020 Five-Year Impact Factor: 4.021
2020 Impact Factor: 5.439
Ranking: 107/1319 (Education) – Scopus
2020 CiteScore 34.7 – Scopus
Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership.
RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal.
You should consider submitting your manscript to RISE if your research:
Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and
Advances our knowledge in science education research rather than reproducing what we already know.
RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted.
The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers.
Empircal contributions are:
Theoretically or conceptually grounded;
Relevant to science education theory and practice;
Highlight limitations of the study; and
Identify possible future research opportunities.
From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks.
Before you submit your manuscript to RISE, please consider the following checklist. Your paper is:
No longer than 6000 words, including references.
Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability;
Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education;
Internationalised in the sense that your work has relevance beyond your context to a broader audience; and
Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE.
While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.