Аңдатпа
The scoping review investigates the application of an integrated approach to STEM (Science, Technology, Engineering and Mathematics) in formal schooling in natural science subjects in secondary school between 2019 and 2025. The scoping review has followed the structure provided in the PRISMA-ScR protocol using a search of the Springer Link database which resulted in 1160 records of which ten peer-reviewed articles matched the inclusion criteria for thematic and descriptive analysis. Examination of the literature showed that the majority of integrated STEM teaching interventions associated with secondary science education were primarily found to integrate engineering design activities into the science curriculum being offered in either Physics or Chemistry using predominately project-based or design-based learning pedagogy. Evidence of increased levels of student engagement, improved understanding of the importance of interdisciplinary connections, and improved development of computational skills was consistently reported; however, evidence supporting increased student academic performance as a result of integrated STEM teaching interventions was mixed across the studies reviewed. The dominant factors reported to account for barriers to the successful implementation of integrated STEM teaching interventions were reported to be insufficient teacher preparation and lack of resources available to support the various aspects of implementing integrated STEM. In summary, there is a great deal of promise associated with the successful implementation of integrated STEM within secondary education and creative and effective resources, including teacher professional development, assessment tools, and instructional strategies are critical to achieving this promise in a sustainable manner across education systems. Keywords: STEM, natural sciences, curriculum integration, secondary education, methodological framework, scoping review.