A systematic review of empirical studies: Outcomes from programs informed by STEM reforms and policies

The study aims to identify trends in STEM education policies and reforms during the last twenty- three years to understand how STEM education has developed and explain the paradox between suggested policies and outcomes in STEM education. A total of 1,493 articles were identified from the database search. After the initial analysis, 27 articles were included in the review and analyzed using qualitative content analysis and open coding. First, the need to approach STEM education as an interdisciplinary, integrated approach, focusing on problem solving by the students emerged. Furthermore, the reforms described in the published papers are happening either outside of the formal school time, or on a small scale and are not systematic efforts to address STEM education concerns at local, national or international level. The gap is identified on putting in practice, on a large scale, integrated STEM education. Implications and suggestions for action are discussed.