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Abstract thought in STEM education: an integrative literature review

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Publicado en:International Journal of STEM Education vol. 12, no. 1 (Dec 2025), p. 54
Autor principal: Vermehren, J. A. Vega
Otros Autores: Trikoili, A., Pittich, D.
Publicado:
Springer Nature B.V.
Materias:
Problem solving
Mathematics
Scientists
Computer science
Pattern recognition
Mathematics education
STEM education
Consolidation
Psychologists
Literature reviews
Technology education
Science education
Education
Databases
Philosophers
Social
Competence
Educational Research
Piagetian Theory
Engineering
Mathematics Achievement
Electronic Equipment
Meta Analysis
Middle Schools
Search Strategies
Information Seeking
Interdisciplinary Approach
Database Management Systems
Definitions
Philosophy
Mechanics (Physics)
Algorithms
Selection Criteria
Acceso en línea:Citation/Abstract
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Resumen:PurposeAbstract thought builds the basis for problem-solving and knowledge consolidation across the disciplines of science, technology, engineering, and mathematics (STEM). Scientists across these fields acknowledge its significance and have approached the topic from their distinct perspectives, and yet, in STEM, there is a lack of a unified understanding and definition of abstraction.MethodsTo bridge this gap, in this study we employed the integrative literature review methodology to identify the most relevant literature in STEM education and unify the literature into a comprehensive model of abstraction for STEM.ResultsAbstraction is a process of consolidation common to all STEM fields. Starting from a specific point of view, empirical and reflective abstraction strategies, such as reduction, pattern recognition, generalization, interiorization, encapsulation, and coordination, work in parallel to manipulate objects across the concrete-abstract continuum. Beyond, we identified six discrete levels of abstraction in STEM and aligned the new model to the prevalent discourses on modeling, representation, problem-solving, and computational thinking.ConclusionOur model of abstraction for STEM contributes to a unified understanding of STEM education by highlighting the fundamental role that abstraction plays across all disciplines. In doing so, this study provides a foundational framework that can inform curriculum development and interdisciplinary teaching approaches across STEM.
ISSN:2196-7822
DOI:10.1186/s40594-025-00573-z
Fuente:Agriculture Science Database