Abstract thought in STEM education: an integrative literature review
Discuss this preprint
Start a discussion What are Sciety discussions?Listed in
This article is not in any list yet, why not save it to one of your lists.Abstract
Purpose
Abstract 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.
Methods
To 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.
Results
Abstraction 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.
Conclusion
Our 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.
