The Methodological Quality of Experimental STEM Education Articles Published in Scholarly Journals from 2014 to 2020

Autor/inn/en	Avcu, Ramazan; Avcu, Seher
Titel	The Methodological Quality of Experimental STEM Education Articles Published in Scholarly Journals from 2014 to 2020
Quelle	In: International Journal of Assessment Tools in Education, 9 (2022) 2, S.290-318 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Avcu, Ramazan) ORCID (Avcu, Seher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Research Methodology; Periodicals; Journal Articles; Research Reports; Authors; Editing; Research Problems; Curriculum Development; Policy Formation; Guidelines; Foreign Countries; Kindergarten; Elementary Secondary Education; Turkey + Suchen Sie Ihr Suchwort? STEM; Research method; Forschungsmethode; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Research report; Forschungsbericht; Author; Autor; Autorin; Redaktion; Textbearbeitung; Forschungskritik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politische Betätigung; Richtlinien; Ausland; Türkei
Abstract	Experimental studies have a considerable impact on the educational policies and practices of many countries. In Turkey, policymakers are planning to initiate a STEM education reform in K-12 schools based on experimental studies. However, the methodological flaws in these studies may lead to biased outcomes and may mislead the STEM education community. Despite the importance of methodological quality, to the best of our knowledge, there are no studies that investigate the methodological quality of experimental STEM education articles published in scholarly journals. Therefore, in this study, we conducted a methodological review to examine the methodological quality of experimental STEM education articles published in refereed Turkish journals from 2014 to 2020. During the targeted period, we located 68 articles. We analyzed these articles by developing a coding framework. We found that the selected articles suffer seriously from various methodological flaws. We discuss the findings in light of the literature on methodological quality and suggest ways to improve the rigor of the experimental designs used. Ultimately, we discuss some implications for authors, journals editors, policymakers, and curriculum developers. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01