Despite international enthusiasm for STEM education, currently there are no commonly agreed upon goals of STEM education. STEM education research and practice would benefit from a common conceptualization of the goals and outcomes of STEM education. This conceptualization could guide the coordinated development of STEM curriculum, instruction, and assessment and facilitate research and communication on the systematic development and evaluation of STEM education from elementary through high school and beyond. Based on a systematic literature review, in this position paper, we propose that STEM literacy be used to conceptualize STEM education goals and outcomes. STEM literacy can be defined as a capacity for using multidisciplinary knowledge of science, technology, engineering, mathematics as well as others to solve real-world problems, forming a STEM identity, and demonstrating an understanding of how STEM works. Specifically, STEM literacy comprises three dimensions: (1) acquiring and applying science, technology, engineering, and mathematics to solve real world problems; (2) possessing a STEM identity; and (3) understanding how STEM works. Beyond the above competences, integrated STEM literacy is systems thinking, collective participation, and equitable and inclusive. We end this position paper by calling for a research agenda on STEM literacy.
Liu et al. (Thu,) studied this question.