Mathematics and Science across the Transition from Primary to Secondary School: A Systematic Literature Review

Autor/inn/en	Kaur, Tandeep; McLoughlin, Eilish; Grimes, Paul
Titel	Mathematics and Science across the Transition from Primary to Secondary School: A Systematic Literature Review
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 13 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaur, Tandeep) ORCID (McLoughlin, Eilish) ORCID (Grimes, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-022-00328-0
Schlagwörter	Mathematics Education; Science Education; Student Adjustment; Elementary School Students; Secondary School Students; Literature Reviews; Student Experience; Self Control; Social Influences + Suchen Sie Ihr Suchwort? Mathematische Bildung; Naturwissenschaftliche Bildung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarschüler; Studienerfahrung; Selbstbeherrschung; Sozialer Einfluss
Abstract	This study presents the findings from a systematic review of literature (1990--2020) of mathematics and science transition from primary to secondary education. The purpose of this review was to explore factors that influence students' experiences of mathematics and science transition from primary to secondary school, implications of these experiences and measures that have been used to support students during these transitions. In total, 73 publications related to mathematics transition and 47 publications related to science transition were analysed. Synthesis of findings identified three factors, namely student self-regulation, school and academic related, and social factors that contribute to shaping students' positive or negative experiences of mathematics and science transitions. The review findings suggest that no single factor can be attributed to influence students' experiences of mathematics and science transition and an interplay between various factors contributes to these experiences. The implications of difficult transition experiences were identified as shifts in students' academic achievement, attitudes towards mathematics and science and constructs related to identity development. Recommendations for future research are proposed to address gaps identified in current literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01