A systematic review of engineering practice in K-12 STEM studies

Abstract

Background: Engineering in K-12 STEM (Science, Technology, Engineering and Mathematics) education is increasingly emphasised for its role in providing authentic contexts and enhancing student engagement and interest in STEM fields. Purpose: This paper presents a systematic literature review of empirical research on engineering experiences within K-12 STEM education, aiming to assess the characteristics of these studies and the focus of engineering practices. Sample: The review analysed 38 peer-reviewed journal articles from the Web of Science database. These articles, published between 2013 and 2023, met the following inclusion criteria: journal articles, empirical studies of STEM projects and K-12 education with a focus on engineering. Design and methods: A systematic search and review process following the PRISMA method was employed to identify studies documenting engineering experiences in K-12 education. The selection criteria aimed to capture a wide range of engineering practices and their impact on STEM education at the K-12 level. Results: Findings reveal an emphasis on design-based tasks and challenges central to engineering practices in K-12 STEM education. These include a focus on problem-solving skills and tasks and engineering design processes. Engineering tool use considered epistemic to the disciplines varied, with prototyping and model building identified as the most frequently utilised. The study offers a comprehensive perspective on engineering practices in K-12 STEM education, highlighting the importance of such practices in enhancing the quality of STEM education. Conclusion: By providing insights into engineering practices, this review supports educators and researchers in improving the representation of engineering within K-12 STEM curricula, aiming to ensure a sound foundation for future STEM learners.