STEM教育研究设计与方法: 系统性文献综述

Popat, S. , & Starkey, L. . (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128, 365-376. 浏览课程单元讨论1（PRISMA）、讨论2（系统性文献综述）
Sanusi, I.T., Oyelere, S.S., Vartiainen, H. et al. (2022). A systematic review of teaching and learning machine learning in K-12 education. Education and Information Technologies, (对6大数据库的K-12教育中的机器学习教与学研究进行了分析，包括会议论文等）
Maric, D., Fore, G.A., Nyarko, S.C. et al. Measurement in STEM education research: a systematic literature review of trends in the psychometric evidence of scales. IJ STEM Ed 10, 39 (2023). https://doi.org/10.1186/s40594-023-00430-x （以分析测量STEM教育研究的测量工具为目标，对书籍、会议以及相关期刊文章进行检索分析，分析了这些测量工具的开发过程，包括信效度检验等）
Leavy, A., Dick, L., Meletiou‐Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 12806.

Videnovik, M., Vold, T., Kiønig, L. et al. Game-based learning in computer science education: a scoping literature review. IJ STEM Ed 10, 54 (2023). https://doi.org/10.1186/s40594-023-00447-2
Gamage, S.H.P.W., Ayres, J.R. & Behrend, M.B. A systematic review on trends in using Moodle for teaching and learning. IJ STEM Ed9, 9 (2022).

文献综述法：Israel-Fishelson, R. & Hershkovitz, A. (2022). Studying interrelations of computational thinking and creativity: A scoping review (2011–2020). Computers & Education, 176, https://doi.org/10.1016/j.compedu.2021.104353
文献综述（幼儿园）：Rapti,S., & Sapounidis,T.(2023). “Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”: A scoping review (2012–2023). Computers & Education,210, 104968. https://doi.org/10.1016/j.compedu.2023.104968
文献综述（科学教师）：Zhai, Y., Tripp, J., & Liu, X. (2024). Science teacher identity research: a scoping literature review. International Journal of STEM Education, 11(1), 20. https://doi.org/10.1186/s40594-024-00481-8 (本范围文献综述确定了2000年至2023年发表的48篇关于科学教师身份的实证文章, 对科学教师身份研究进行范围审查，以(1)澄清文献中的关键概念或定义 (2)确定与科学教师身份相关的关键特征或因素，这是范围审查的两个特征）

Lai. X. et al. (2021). Collaborative versus individual problem solving in computational thinking through programming: A meta-analysis. British Journal of Educational Technology,
Sun, L. , Hu, L. , & Zhou, D. . (2021). Which way of design programming activities is more effective to promote k students' computational thinking skills? A meta-analysis. Journal of Computer Assisted Learning,(1).
Ran, H., Kim,N.J., & Secada, W. G. (2022). A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms. Journal of Computer Assisted Learning, 38(1),258-284.
Thomas, D.R., Larwin, K.H. A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?. IJ STEM Ed10, 43 (2023). https://doi.org/10.1186/s40594-023-00425-8

Arık, M., Topçu, M.S.(2022). Implementation of Engineering Design Process in the K-12 Science Classrooms: Trends and Issues. Research in Science Education, 52,21–43 . （主要研究筛选出的46篇研究文章的工程设计界定、教学方法以及实施步骤，应用描述分析的方法，对质性和量化的研究数据进行分析。2个编码者按照已有框架对46篇文献进行独立编码，并讨论分歧、达成共识。

Chen, P., Yang, D., Metwally, A.H.S. et al. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. IJ STEM Ed 10, 47. https://doi.org/10.1186/s40594-023-00434-7 （分析了49篇不插电活动对K-12学生计算思维影响的文献，对其中的13篇文献的16个效应量进行了元分析，计算了总体效应量以及年级、班级规模等的调节效应）

Montuori, C., Filippo, G., Altoé, G., & Arfé, B. (2024). The cognitive effects of computational thinking: A systematic review and meta-analytic study. Computers & Education, 210,104961. https://doi.org/10.1016/j.compedu.2023.104961 （本研究通过系统综述和元分析探讨了 2006 年至 2022 年间发表的实验研究结果，考察了编码和编程干预对儿童核心和高级执行功能（反应抑制、工作记忆、认知灵活性、计划和解决问题）的影响。本研究旨在解决三个研究问题：1）哪些执行功能受CT教学的影响最大？2）哪种教学方式（教育机器人/虚拟编程/不插电编程）在提高 4-16 岁学习者的执行功能技能方面最有效？3）编码的认知效果是否随儿童年龄而变化？）

巜研究设计与方法》目录