Eurasia Journal of Mathematics Science and Technology Education

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A systematic review of artificial intelligence in high school STEM education research
(Modestum Limited, 2025-03-31)
Aigul I. Akhmetova
;
Damira Sovetkanova
;
Komekbayeva Lyazzat
;
Asan Abdrakhmanov
;
Daniyar Yessenuly
The use of artificial intelligence (AI) in STEM education is becoming increasingly important, as AI has the potential to change teaching and learning methods. However, no review studies focus on summarizing research on the use of AI in STEM education in high schools. For this reason, this study aims to systematically review research on the use of AI in STEM education in high schools. We considered research articles published in journals indexed in the Scopus database. The results show that participants ranged from 1 to 50 and researchers generally used a single-group experimental teaching method. In addition, our results showed that the researchers used a variety of AI technologies in the high school context. In addition, the results showed that many variables were used to promote students in STEM education through AI-based activities. Finally, almost all studies reported positive and significant effects on students’ cognitive or affective development. Overall, our findings from the review emphasize the importance of harnessing the potential of AI. More research is needed to assess learner outcomes and to conduct longitudinal studies with control or comparison groups to evaluate the long-term effects of AI interventions and establish causal relationships.
Цитирования (OpenAlex) 24Цитирования (OpenCitations) 11
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Science learning for children with autism spectrum disorder: Systematic review
(Modestum Limited, 2025-08-30)
Zhanar A. Zhunussova
;
Galiya A. Abayeva
;
Г. С. Оразаева
;
Kabdyrova Ainur Askarbekovna
;
Anar Shokhambekova
This study aims to systematically review science education research for students with autism spectrum disorder (ASD). Within the scope of the research, studies published between 2015 and 2024 were reviewed. Scopus, ERIC, and Web of Science databases were used for the review. The thorough investigation comprised fifteen studies. Most of the papers examined made advantage of single-subject research designs (56.25%). 31.25% of the studies took place in special education environments most of which. Out of all the sciences, life sciences (43.2%) was the most often researched field. Instructional durations were generally short (62.5% were 20 minutes or less) and frequent repetitions were made. Complete success was achieved in 66.7% of the interventions implemented. Technology-supported interventions and systematic teaching approaches were found to be particularly effective. Effect size analyses showed that most of the interventions were highly effective. Limitations of the studies include the use of lack of follow-up studies. Comparative studies in different cultures and larger samples are recommended for future research. Individualized, systematic and technology-supported interventions are important for students with ASD to be successful in science education.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2

Eurasia Journal of Mathematics Science and Technology Education

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