Za'ima Nabila Roshifa, Parno Parno, Nuril Munfaridah

THE CONVERGENCE OF ARGUMENT-DRIVEN INQUIRY AND STEM/STEAM: PATTERNS, TRENDS, AND RESEARCH GAPS

Introduction

The convergence of argument-driven inquiry and stem/steam: patterns, trends, and research gaps. Scoping review explores trends, patterns, and research gaps in Argument-Driven Inquiry (ADI) & STEM/STEAM integration in secondary science education. Essential for educators.

Abstract

The integration of Argument-Driven Inquiry (ADI) with STEM and STEAM approaches has gained attention in recent years due to their shared emphasis on inquiry, collaboration, and real-world problem solving. However, a comprehensive synthesis of how this integration has been researched is still lacking. This scoping review aims to map the trends, patterns, and gaps in studies focusing on ADI-STEM/STEAM integration in secondary science education. Following the PRISMA 2020 guidelines for scoping reviews, literature was collected from Scopus and Google Scholar using a range of relevant keywords. Thirteen eligible articles published up to April 2025 were analyzed based on publication type, country, research method, subject, and focus. Findings show that research on ADI-STEM/STEAM integration began in 2020 and is primarily concentrated in Indonesia. Most studies used mixed methods and focused on physics education, with key variables including conceptual understanding and argumentation skills. However, creative thinking, reflective thinking, scientific literacy, and self-efficacy remain underexplored—particularly within the ADI–STEAM context. Only one study was categorized as a development study, indicating opportunities for designing specialized instructional tools or media to support integration. This study is the first to systematically map ADI-STEM/STEAM research trends using a scoping review approach. Its novelty lies in providing a structured and visualized synthesis of an emerging field. The results offer important insights for educators and researchers seeking to expand innovative, interdisciplinary, and inquiry-based practices in science education.

Review

This scoping review tackles a timely and pertinent topic: the convergence of Argument-Driven Inquiry (ADI) with STEM and STEAM educational approaches. Recognizing the shared pedagogical principles of inquiry, collaboration, and real-world problem-solving, the authors embark on a crucial task to systematically map the existing research landscape. The study's stated aim to synthesize trends, patterns, and research gaps in ADI-STEM/STEAM integration within secondary science education is highly commendable, particularly given the acknowledged lack of a comprehensive overview in this emerging field. Adhering to PRISMA 2020 guidelines and drawing from reputable databases, the methodology appears robust for a scoping review, positioning this work as a foundational contribution to understanding this interdisciplinary domain. The review effectively elucidates the nascent nature and current profile of research in this area. Findings indicate that studies on ADI-STEM/STEAM integration are relatively recent, commencing in 2020, and exhibit a significant geographical concentration in Indonesia. Methodologically, a preference for mixed methods is evident, with a pronounced focus on physics education as the primary subject area. The dominant outcome variables explored within these studies are conceptual understanding and argumentation skills, suggesting a foundational interest in core cognitive and scientific reasoning abilities. These insights provide a clear picture of where and how this integration is currently being investigated, offering valuable context for researchers considering entry into this field. Crucially, the review excels in identifying significant research gaps and underexplored avenues. The authors highlight a notable absence of studies addressing critical 21st-century skills such as creative thinking, reflective thinking, scientific literacy, and self-efficacy, especially within the broader ADI-STEAM framework. Furthermore, the scarcity of development studies signals a substantial opportunity for the creation of specialized instructional tools and media tailored to support ADI-STEM/STEAM integration. By being the first systematic mapping of this field, the study provides a structured and visualized synthesis that not only informs educators and researchers about current practices but also offers a clear roadmap for future inquiry, encouraging the expansion of innovative, interdisciplinary, and inquiry-based pedagogies in science education.

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