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Effects of STEM education on the academic success and social-emotional development of gifted students

Year 2022, Volume: 9 Issue: 2, 143 - 163, 30.06.2022

Fatıh Ozkan Todd Kettler

Abstract

STEM education, accepted as one of the most significant educational movements of recent years, is an approach that aims to educate students, including gifted students, in the disciplines of science, technology, engineering, and mathematics as a whole. This research aims to provide a general framework of the effect of STEM education on academic success and social-emotional development using the meta-synthesis method related to the work done for gifted students. The descriptive distribution of 28 studies that meet the criteria for inclusion in thematic meta-synthesis is given according to the data source of the publications. A critical examination of literature published from 2010 to 2020 identified combining and analyzing the results of research on STEM education in the field of gifted education. The view that STEM education positively affects gifted students' academic and social-emotional development has once again been proven through qualitative data. The findings of this study on STEM programs showed that attending a unique program can meet the needs of highly able students. When STEM education is viewed through the lens of the multifactor model, it can be said that it works to meet their academic, social, and emotional needs. While the literature focuses on how these needs are not met, it was refreshing to experience students with high learning potential who are mostly satisfied with their educational opportunities and social environment. Implications for STEM education on academic success and social-emotional development and suggestions for future research are discussed.

Keywords

systematic review gifted STEM education social-emotional development academic achievement

Supporting Institution

Baylor University

References

  • Albert, A. (2020). How Is Evidence Based Writing in ELA Impacted by Claim-Evidence-Reasoning in STEM among Fifth Grade Gifted Students? (Order No. 27994550). Available from ProQuest Dissertations & Theses Global. (2415793658). http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/how-is-evidence-based-writing-ela-impacted-claim/docview/2415793658/se-2?accountid=7014
  • Alcantara, M. V. (2015). Latina high school students figured world of STEM: Identity formation in formal and informal communities of practice (Order No. 3704448). Available from ProQuest Dissertations & Theses Global; Social Science Premium Collection. (1690497564). Retrieved from http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/latina-high-school-students-figured-world-stem/docview/1690497564/se-2?accountid=7014
  • Aldemir, J., & Kermani, H. (2017). Integrated STEM curriculum: Improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706. https://doi.org/10.1080/03004430.2016.1185102
  • Allensworth, E., Farrington, C., Gordon, M. F., Johnson, D. W., Klein, K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Implications for educators. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/supporting-social-emotional-academic-development-research-implications-educators
  • Almarode, J. T., Subotnik, R. F., Crowe, E., Tai, R. H., Lee, G. M., & Nowlin, F. (2014). Specialized high schools and talent search programs: Incubators for adolescents with high ability in STEM disciplines. Journal of Advanced Academics, 25(3), 307-331. https://doi.org/10.1177/1932202X14536566
  • Alrajhi, N. S. (2020). Addressing the Needs of Gifted and Talented STEM Students Through Holistic Thinking in an Honors Program (Order No. 28022588). Available from ProQuest Dissertations & Theses Global. (2451146632). http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/addressing-needs-gifted-talented-stem-students/docview/2451146632/se-2?accountid=7014
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  • Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises. Retrieved from https://files.eric.ed.gov/fulltext/ED558068.pdf
  • Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J. L., & Rubenstein, L. D. (2014). STEM high school administrators', teachers', and students' perceptions of curricular and instructional strategies and practices. Journal of Advanced Academics, 25(3), 272-306. https://doi.org/10.1177/1932202X14527952
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. John Wiley & Sons.
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Year 2022, Volume: 9 Issue: 2, 143 - 163, 30.06.2022

Fatıh Ozkan Todd Kettler

Abstract

References

  • Albert, A. (2020). How Is Evidence Based Writing in ELA Impacted by Claim-Evidence-Reasoning in STEM among Fifth Grade Gifted Students? (Order No. 27994550). Available from ProQuest Dissertations & Theses Global. (2415793658). http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/how-is-evidence-based-writing-ela-impacted-claim/docview/2415793658/se-2?accountid=7014
  • Alcantara, M. V. (2015). Latina high school students figured world of STEM: Identity formation in formal and informal communities of practice (Order No. 3704448). Available from ProQuest Dissertations & Theses Global; Social Science Premium Collection. (1690497564). Retrieved from http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/latina-high-school-students-figured-world-stem/docview/1690497564/se-2?accountid=7014
  • Aldemir, J., & Kermani, H. (2017). Integrated STEM curriculum: Improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706. https://doi.org/10.1080/03004430.2016.1185102
  • Allensworth, E., Farrington, C., Gordon, M. F., Johnson, D. W., Klein, K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Implications for educators. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/supporting-social-emotional-academic-development-research-implications-educators
  • Almarode, J. T., Subotnik, R. F., Crowe, E., Tai, R. H., Lee, G. M., & Nowlin, F. (2014). Specialized high schools and talent search programs: Incubators for adolescents with high ability in STEM disciplines. Journal of Advanced Academics, 25(3), 307-331. https://doi.org/10.1177/1932202X14536566
  • Alrajhi, N. S. (2020). Addressing the Needs of Gifted and Talented STEM Students Through Holistic Thinking in an Honors Program (Order No. 28022588). Available from ProQuest Dissertations & Theses Global. (2451146632). http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/addressing-needs-gifted-talented-stem-students/docview/2451146632/se-2?accountid=7014
  • Aspen Institute. (2019). Integrating social, emotional, and academic development: An action guide for school leadership teams. https://www.aspeninstitute.org/publications/integrating-social-emotional-and-academic-development-sead-an-action-guide-for-school-leadership-teams/
  • Bracken, B. A., & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational Assessment, 24(2), 112–122. https://doi.org/10.1177/0734282905285246
  • Braun, V., & Clarke, V. (2021). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative research in sport, exercise and health, 13(2), 201-216. https://doi.org/10.1080/2159676X.2019.1704846
  • Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises. Retrieved from https://files.eric.ed.gov/fulltext/ED558068.pdf
  • Bruce-Davis, M. N., Gubbins, E. J., Gilson, C. M., Villanueva, M., Foreman, J. L., & Rubenstein, L. D. (2014). STEM high school administrators', teachers', and students' perceptions of curricular and instructional strategies and practices. Journal of Advanced Academics, 25(3), 272-306. https://doi.org/10.1177/1932202X14527952
  • Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. John Wiley & Sons.
  • Burt, S. M. (2014). Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students (Order No. 3630398). Available from ProQuest Dissertations & Theses Global. (1564019935). http://ezproxy.baylor.edu/login?url=https://www.proquest.com/dissertations-theses/mathematically-precocious-female-self-efficacy/docview/1564019935/se-2?accountid=7014
  • Chowdhury, M. A. (2016). Gifted education in science and chemistry: Perspectives and insights into teaching, pedagogies, assessments, and psychosocial skills development. Journal for the Education of Gifted Young Scientists, 4(1), 53-66. http://dx.doi.org/10.17478/JEGYS.2018116581
  • Coleman, A. (2016). The Authentic voice of gifted and talented black males regarding their motivation to engage in STEM. Illinois Association for Gifted Children Journal, 7(3), 26-39. Retrieved from https://bit.ly/2C9QB3J.
  • Collins, K. H., & Jones Roberson, J. (2020). Developing STEM Identity and Talent in Underrepresented Students: Lessons Learned from Four Gifted Black Males in a Magnet School Program. Gifted Child Today, 43(4), 218-230. https://doi.org/10.1177/1076217520940767
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Details

Primary Language English
Subjects Educational Psychology
Journal Section STEM for Gifted
Authors

Fatıh Ozkan 0000-0002-0762-1091

Todd Kettler 0000-0003-3816-242X

Publication Date June 30, 2022
Published in Issue Year 2022 Volume: 9 Issue: 2

Cite

APA Ozkan, F., & Kettler, T. (2022). Effects of STEM education on the academic success and social-emotional development of gifted students. Journal of Gifted Education and Creativity, 9(2), 143-163.
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