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The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' Achievement in four mathematics topics
Abstract
The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real-world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students' achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students' scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.
... Previous research on PjBL has shown positive effects on student's cognitive abilities, including influencing student achievement in mathematics (Branch, 2015), demonstrating critical thinking skills and intrinsic motivation that are higher than traditional learning (Holmes & Adams, 2006), and it can reduce the learning achievement gap because its implementation is more profitable for low achieving students (Han et al., 2016). On the other hand, the results of these studies contradict other studies, which state that although PjBL with ambitious pedagogical techniques is effective in several classes, it does not positively affect students' attitudes toward mathematics (Sonnert et al., 2015). ...
... In general, students' ability to solve math problems shows this, and their improvement in ability is superior to that of expository learning. The results of this research are relevant to previous studies, which state that PjBL affects students' mathematical problem-solving abilities (Chiang & Lee, 2016a;Han et al., 2016;Mettas & Constantinou, 2008;Muslim, 2017;Nurfitriyanti, 2016;Susanta et al., 2020). PjBL can inspire students to engage in real-world assignments and acquire transferable skills that apply to everyday life (Nilsook et al., 2021). ...
This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.
... As an interdisciplinary approach, STEM PBL enables learners to solve ill-structured, unclear and real-life problems (Dervic et al., 2018). Many academics and educators increasingly promote student engagement in STEM-PBL contexts for maximizing scores rather than using conventional methods (Brush & Saye, 2017;Dervic et al., 2018;Fitriani et al., 2020;Kasemsap, 2017;Sunyoung, 2016;Zudonu et al., 2020). Baran, et al., (2021), Bicer et al., (2015) and Kasuga et al., (2022); reported that Problem-based learning is capable of engaging in hands-on activities which enhance students to obtain high performance and develop scientific skills. ...
... This was an indication that STEM-PBL has beneficial effects on students' Biology achievement at secondary school level. This finding is consistent with Fitriani, et al., (2020), and Sunyoung, et al., (2016) findings that students perform better academically when taught utilizing the STEM-PBL than those taught with conventional methods. The study's findings were actually supported by the report of Blancia and Fetalvero (2021), which stated that STEM-PBL is an effective technique for promoting students' inquiry skills, which motivates them to explain scientifically discrepant events. ...
Academic performance of students is global issue of great concern to educators. This study sought to ascertain the effect of STEM problem-based learning as an inquiry approach on secondary school student’s performance in Biology at government-owned secondary schools in Kebbi State, Nigeria. The non-equivalent control group design was adopted. Two schools were selected in which purposive sampling was employed to select the participants. Each class contain 40 participants. The data was obtained using Diffusion and Osmosis Achievement Test (DOAT). The variables were evaluated using descriptive statistics and the Independent Samples t-test. Based on the results obtained the STEM Problem-Based Learning (STEM-PBL) have a significant and favorable impact on students' biology achievement and that students in the experimental group retained more Biology information compared to the control group. The study recommended among others that, Biology classes should be made more engaging to students and teachers need to be more creative and inventive when it comes to discovering, selecting, and implementing activity-based instructional strategies in the classroom.
... The students achieved the N-gain with the highest percentage on the analysis indicator (C4), while the N-gain with the lowest percentage was on the creation (C6) indicator. If we refer to the opinion of Limbach and Wang, which states that critical and creative thinking skills are part of higher-order thinking skills, this result aligns with what was previously reported (Han et al., 2016). In addition, it was reported that integrating the ethnoscience approach in physics with technology, engineering, and mathematics in learning can improve students' analytical skills on the given problem. ...
... The difficulties of completing project assignments that require students to solve problems demonstrate the level of achievement of their higher-order thinking skills. Students will arrange their knowledge in PjBL collectively by trying different solutions to problems that promote critical and creative thinking (Han et al., 2016;Darling-Hammond et al., 2020). ...
This study aims to determine the effect of applying the Ethno-STEM-Project Based Learning model about the concept of physics related to Lake Tempe on students’ conceptual understanding of physics, which is characterized by higher-order thinking skills and the level of misconceptions. The sample in this study was eleventh-grade students in senior high school. Students are exposed to local wisdom-based learning strategies integrating science, technology, engineering, and mathematics through group project assignments. Students are given a pre-Achievement Test (PAT) to determine their initial Higher-Order Thinking Skill of physics concepts in everyday life. Then after being treated through project work, they are asked to do a Post-Achievement Test (PAT). A three-tier test was carried out before and after treatment to determine the level of misconceptions. In addition, focus group interviews were conducted with several students to strengthen the pre and post-test results. Student responses to focus group interviews and the PAT’s open-ended questions were analyzed using the N-Gain Score equation. The data in the initial and final tests were analyzed quantitatively and qualitatively. Based on the analysis results, it was found that using the Ethno-STEM-PjBL model affected the understanding of physics concepts. It was marked by increases in higher-order thinking skills and decreases in misconceptions on several physics topics related to students’ activities around Lake Tempe.
... Using the PjBL model with game techniques makes students happy and enjoy learning, increasing students' creativity significantly in four indicators. The results of this study are slightly different from the research conducted by Sumarni and Kadarwati (2020) and Han et al. (2016). The two studies show that students achie- ve N-gain in the medium category on two indicators: simple explanations and building essential skills. ...
... This study shows that the scores achieved by students when using the PjBL model with game techniques are higher than those who do not use the PjBL model with game techniques (Figure 2). Sumarni and Kadarwati (2020) and Han et al. (2016) also show the same trend. Both studies state that higher scores are achieved by students when STEM PjBL is used compared to non-STEM PjBL. ...
This study aims to investigate how PjBL via traditional games impact students’ critical thinking, creative thinking, and collaborative skills. The research sample is a local school in Semarang. The research design was a quantitative study using the pre-experimental design type one group pretest-posttest method. There is only one predetermined group in this design. The theme of the game that the project will create was revealed following the pre-test. The research results show students’ creative thinking skills in applying the PjBL model via game techniques are 61.53% in high criteria and 38.46% in medium criteria. The study results also show a fair increase in the N-Gain value for the four indicators of creative thinking skills: improvisation, elaboration, creativity, vision, effectiveness, and efficiency. The results show it is effective for six students (25%), fairly effective for 13 students (54.16%), and less effective for five students (20.83%). The study’s results also show that the Mann-Whitney U statistical test is 69. It means that the PjBL model impacts students’ collaborative skills. This research has a big impact on increasing students’ creative thinking skills and collaboration.
... To achieve this, STEM PBL focuses on preparing students for higher education and the modern workforce by presenting open-ended, multi-outcome challenges [26,27]. Research has shown that STEM PBL can improve students' understanding of mathematics and science, especially for those with lower or average achievement levels, regardless of their background [28][29][30]. STEM PBL aligns with educational requirements such as the common core state standards, next-generation science standards, National Council of Teachers of Mathematics principles and standards, and the Texas essential knowledge and skills standards [17]. A STEM PBL classroom is typically characterized by a student-centered and inquiry-based approach, where students actively solve problems and collaborate with others [30]. ...
... At the elementary level, STEM integration significantly enhances students' understanding of mathematical concepts compared to traditional teaching methods (Chine & Larwin, 2022). Some studies by (Han et al. 2016; Mayerhofer, Lüftenegger dan Eichmair 2024) highlight the importance of supporting teachers and educational institutions in studying and exploring STEM disciplines. ...
This study aims to explore the conceptual understanding of shapes through the integration of STEM with Project-Based Learning (PjBL) in enhancing elementary students' understanding of two-dimensional shapes and developing the Pancasila Student Profile. The research approach of this study is qualitative. Data collection techniques employed in this study include interviews, observations, and analysis of student work. The subjects of this research are three second-grade students who face difficulties in understanding the concepts of two-dimensional geometry. The research findings indicate that the STEM-integrated PjBL approach can The research findings describe that after the STEM integrated PjBL approach students can fulfill 4-7 indicators of concept understanding, namely presenting concepts in various mathematical representations, developing necessary and sufficient conditions for a concept, using, exploiting and selecting certain operations and applying concepts to problem solving Additionally, PjBL-STEM fosters character development pancasila student profile such as collaboration, critical thinking, and creativity.
... If we use the keyword RME in mathematics in the Google Scholar search engine, we will find approximately 2550 results. Many researchers took this theme because they believed RME could help students be active in learning mathematics [50]. ...
This study investigated the development of research on Project-Based Learning model with STEM approach in Mathematics Education through a bibliometric computational mapping analysis using VOSviewer. Publish or perish was used to get the article data from Google Scholar. The search process was guided by the article title and abstract, which referred to the keyword "Project-Based Learning Model with STEM approach in Mathematics Education". A total of 41 papers were considered relevant. The research period of the paper used was from the past 10 years (2014 to 2023) indexed by Google Scholar. The research results showed that the Project-Based Learning model with STEM approach in mathematics education research could be divided into three terms. The first term was teaching method in cluster 4 with 18 total links, 19 total link strengths, and 12 occurrences. The second term was STEM learning, included in cluster 6 with 15 full links, 15 total link strength, and 11 occurrences. The third term was STEM PjBL, included in cluster 8 with 13 total links, 15 total link strength, and 10 occurrences. The analysis results of the development of the Project-Based Learning model with STEM approach publications in mathematics education in the last ten years showed frequent fluctuations. From 2014 to 2016, publications increased at the same rate in 2016 and 2017 and decreased in 2018. It then increased again in 2019 to 2020 but decreased in 2021 and 2022. Until, in 2023, it rose again. The number of publications in 2023 could continue to grow because the data were taken in the middle of 2023. The result of the study shows that research opportunities for the Project-Based Learning model with the STEM approach, especially in mathematics education, still have high options and are related to other terms.
... Han, et al. [22] Journal of Turkish Science Education, 2016 ...
This study aims to determine the impact of STEM education integration on students' cognitive activity, critical and creative thinking skills, and overall learning outcomes. Additionally, it seeks to identify the effectiveness and unique features of STEM integration in education. A systematic review of scientific literature was conducted using the PRISMA methodology. The Comprehensive Meta-Analysis 4.0 software was applied to ensure the accuracy and reliability of the review, allowing for an in-depth meta-analysis of research findings. This approach enabled the precise evaluation of the impact of STEM education integration on various educational indicators. The results confirm the high effectiveness of STEM integration in the educational process. The systematic review and meta-analysis conducted using Comprehensive Meta-Analysis 4.0 demonstrated that STEM education significantly enhances students' engagement, critical and creative thinking skills, and knowledge acquisition in science, technology, engineering, and mathematics. Furthermore, STEM approaches contribute to students' professional readiness by strengthening their problem-solving and analytical abilities. STEM integration plays a crucial role in modern education by fostering interdisciplinary connections between natural sciences, mathematics, and engineering. The application of Comprehensive Meta-Analysis 4.0 provided robust evidence that STEM-based teaching methods effectively improve students' cognitive and analytical abilities, making it a valuable and impactful approach in contemporary education. The findings of this study can be utilized to develop effective teaching strategies that incorporate STEM methodologies to enhance students' engagement, problem-solving skills, and academic performance. The integration of STEM approaches, validated through meta-analysis, serves as a strong foundation for future research on interdisciplinary learning and professional competence development.
... Based on the literature review, the Problem-Based Learning (PBL) model is effective in enhancing critical thinking skills in science education as it provides a relevant learning context and facilitates the development of understanding and constructive thinking through problem-solving processes (As-Sa'idah et al., 2022). The implementation of PBL can be integrated with other approaches that also promote critical thinking skills, such as the STEM approach, which combines the interdisciplinary fields of science, technology, engineering, and mathematics (Han et al., 2016). The STEM approach stimulates higher-order thinking, motivates independent learning, and improves 21st-century skills, including critical thinking (Chen & Lin, 2019;Parno et al., 2021). ...
The 21st century highlights the critical role of education in developing life skills, including critical thinking, to address rapid global changes. The learning process in schools becomes a critical factor in strengthening these skills. Therefore, this study aims to determine the effect of the Differentiated Problem-Based Learning (PBL) model with the STEM approach on students' critical thinking skills on basic chemical laws in class X of a Senior High School in Surakarta. Samples were selected using cluster random sampling to choose two classes as samples, namely, the experimental and control classes. Research data was collected through a post-test using an essay measuring students' critical thinking skills. The results were analyzed using the Kruskal-Wallis’s test based on the mean post-test scores of the experimental class (73.00) and the control class (64.4), yielding a significance value of 0.004 (< 0.05). These results indicate a positive effect of Differentiated PBL-STEM on students' critical thinking skills. Skilled group students consistently demonstrated critical thinking skills, while students in the intervention and intermediate groups showed improvements from the initial diagnostic results of the learning process.
... Hypothesis-deductive reasoning involves students' ability to consider alternatives for specific situations. It encompasses the ability to form hypotheses from general theories followed by deduction to develop problem solutions (Han et al., 2016). ...
The use of conventional worksheets will likely limit students' ability to explore themselves and their critical and analytical thinking, which can enhance their scientific reasoning and creativity. This situation demands the need for student worksheets linked to technology, art, and mathematics to adapt to the demands of the times. This study aims to determine the effect of project-based learning by analyzing student worksheets based on science, technology, engineering, arts, and mathematics (STEAM) using the eco-print technique on students' scientific reasoning and creativity. This research is a quasi-experimental study. The research sample is 160 students of a public senior high school in Jakarta, randomly selected and grouped into control and experimental groups, each consisting of 80 students. Data on scientific reasoning were collected using a test, while student creativity was measured with a questionnaire and observation sheet. The data obtained were analyzed using a one-way analysis of covariance at the significance level of 5%. The results show that the application of project-based learning on STEAM-based student worksheets using the eco-print technique significantly affects the students' achievement of scientific reasoning and creativity. The use of STEAM-based student worksheets with the eco-print technique serves as an innovative learning media to enhance the quality of education, as it can facilitate and increase active student engagement in collaborative projects that integrate various STEAM elements, thereby improving student competencies.
... STEM is a critical issue recognized internationally as a foundation for economic growth and advancing skills people need in the 21st century (Chai, 2019;Maass et al., 2019). Especially in mathematics education, the results show that integrating STEM into learning can improve the students' accomplishment in algebra, geometry, and probability (Han et al., 2016). The decline in publications in 2022 is that most of the STEM/STEAM research in mathematics education does not lead to developing critical thinking. ...
The STEM/STEAM approach provides opportunities for students to develop critical thinking skills through the integration of different disciplines. This study aims to provide a comprehensive picture of the extent to which the STEM/STEAM approach develops critical thinking skills in mathematics teaching and learning. A systematic literature review (SLR) was conducted using guidelines from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). We searched Springer Link, Eric, and Google Scholar for 21 articles on critical thinking published between 2018 and 2022. The results show that most of the lead authors studying critical thinking through STEM/STEAM are from Indonesia, with fewer contributions coming from the United States, Taiwan, Saudi Arabia, Turkey, Japan, and Malaysia. The most common research methods used are quantitative research and R & D. These methods correspond to the types of data collection tools used by researchers and critical thinking tests to identify critical thinking skills for the cognitive aspect and questionnaires for the affective aspect. The best practice for improving learner’s mathematical critical thinking skills in STEM/STEAM is Project-Based Learning (PBL). However, this practice is not used by many development researchers. The authors find distinctive features in the interventions used by researchers to improve the critical thinking of learners from each country. The most common intervention was an analysis of the implementation of the STEM/STEAM approach in Indonesia. Many Indonesian researchers also developed learning models and media. Other countries focused more on computer-based activities, developing community programs, and identifying participants' perceptions of critical thinking. These differences give each country its own characteristics in improving and identifying the critical thinking skills of its people. These differences in practices and interventions can also provide alternatives for researchers in their research on critical thinking through the STEM/STEAM approach.
... Facilitating the growth of students' mathematical knowledge, proficiency, scientific literacy, and 21st-century skills stands as a crucial objective within the context of project-based teaching in mathematics education [4], [14], [7], [15], [16], [17], [18], [19], [13], [1], [20], [21], [22], [23]. The literature showcases various publications that highlight the positive impact of project-based teaching models on enhancing student learning outcomes [24], [25], [19], [26], [7]. Table 1 provides a succinct overview of articles published between 2019 and 2023, which delve into the realm of project-based teaching in high school mathematics. ...
Project-based learning has gained significant attention in the field of education, particularly in K-12 Mathematics education, due to its potential for fostering students' abilities relevant to the demands of the 21st century. However, there is a notable absence of a systematic evaluation regarding the implementation and effectiveness of project-based learning specifically in the context of Mathematics education. This knowledge gap presents a challenge and limitation for researchers seeking to stay abreast of the latest advancements in the field. Thus, the objective of this article is to provide a comprehensive assessment of the current state of project-based learning in K-12 Mathematics, encompassing its practices, influencing factors, barriers, and future developments. To achieve this, the study employs the PRISMA method, analyzing a collection of 25 publications retrieved from reputable databases such as Scopus and Google Scholar, covering the period from 2019 to 2023. Through meticulous analysis and synthesis of these publications, the study highlights key findings, publication trends over time, countries where project-based learning has been implemented, extracted keywords, research methodology statistics, and provides insights into influencing factors, limitations, difficulties, and future research opportunities in this domain.
... To document the impact of STEM-focused PBL in informal learning settings, researchers often focus on outcomes such as beliefs or attitudes (Marshall et al., 2021;Bicer and Lee, 2023), or content knowledge (Han et al., 2014). There is a need for more robust, qualitative assessment tools that can capture the multifaceted impacts of PBL (Thomas, 2000;Vadeboncoeur and Padilla-Petry, 2017), including how PBL supports engagement in disciplinary practices. ...
Introduction
There is a critical need to develop innovative educational strategies that engage youth in meaningful mathematics learning, particularly students from groups that have been historically marginalized in science, technology, engineering, and mathematics (STEM). In this study, we explore youths’ participation in two collaborative projects from the Growing Mathletes curriculum which combines baseball contexts and mathematics. Our goal was to understand the potential of these projects to support youths’ engagement with mathematical ideas and practices, and the extent to which youth leveraged a range of resources, including prior experiences and funds of knowledge, to inform their decisions and understanding.
Methods
The Design a Stadium and Baseball Team Roster projects were implemented in two afterschool setting sites and two summer program sites with 102 youth of all genders in grades 3 to 8. Data sources included video recordings of youth participation in the project, project artifacts, and youth interviews.
Results
We found the projects contained specific features that supported youths’ engagement in three specific mathematical practices: (1) make sense of problems and persevere in solving them, (2) reason abstractly and quantitatively, and (3) construct viable arguments and critique the reasoning of others. Additionally, there is evidence that while engaging in these projects youth drew on their own funds of knowledge to inform their decisions and understanding.
Conclusion
Our findings point to key implications for researchers, educators, and curriculum developers in informal STEM learning spaces.
... Studies investigating the effect of STEM education on mathematics achievement (Ashford, 2016;Çakır & Ozan, 2018;Han et al. 2016;Olivarez, 2012;Young et al. 2011), it was stated that STEM education has positive effects on student achievement in parallel with this study, whereas, in some studies (Bicer & Copraro, 2019;Stotts, 2019;Tolliver, 2016), it was reported that STEM education has not a significant effect on success. In the STEM education reports prepared by SRI International (2010) and Young et al. (2011), it is stated that STEM schools have shown promise in terms of academic achievement after 2006. ...
In this study, the effect of STEM applications integrated with computer- supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning.
... Despite the implementation of effective project assessment and the promotion of in-depth learning through interdisciplinary projects, the participating educators in this study did not observe significant improvement in students' biology grades during regular exams. However, similar studies conducted by S. Han et al. [18][19] demonstrated considerable improvements in the achievements of students who participated in STEAM projects. Whereas J.M. Diego-Mantecón et al. [4] did not find any changes in grades for specialised disciplines in engineering-focused projects. ...
Relevance. In the modern world, biology is becoming an increasingly complex and multidimensional science that encompasses numerous subfields. Therefore, future specialists in this field need to possess not only deep knowledge of core disciplines but also a broad outlook, including competencies in technology, mathematics, and the arts. Purpose. The purpose of this study is to investigate the effectiveness of training focused on the creation of STEAM projects in terms of training future biologists. Methodology. The methodology of the study included the analysis of 41 projects conducted by 11 teachers of higher educational institutions in Kazakhstan for 5 years. Project classification methods included such aspects as the integration of educational material, problem-solving, search for answers to scientific questions, development of technical devices, cooperation of students, biological content of projects, high involvement and quality of assessment, and creativity. Data collection was conducted through direct observations in classrooms and at events and conducting interviews with teachers. Results. The results showed that specialised teachers of biological disciplines, as a rule, avoided transdisciplinary projects, while teachers of non-biological disciplines often overlooked biological content in interdisciplinary projects. Biology teachers often avoided teaching methods based on device development, but they emphasised high standards of knowledge and fostered a positive perception of their disciplines through projects that involved discussion and meaningful feedback. Conclusions. The research findings indicate that combining conventional teaching methods with integrated approaches to delivering the material can be a way to solidify fundamental biological knowledge necessary for further, more advanced education, and prepare students to apply their knowledge and skills in practical situations. The results obtained can be used in pedagogical practice for the effective implementation of project-oriented learning. Keywords: pedagogy for higher education; interdisciplinary training; integration of educational material; practical training; quality of assessment
... Over the past two decades, nations have been striving to equip new generations with 21st-century skills and cultivate a talented workforce to thrive in an innovation-driven economic world (Huang et al., 2022). Accompanying this change, there has been a shift in science education from teaching science and mathematics concepts to applying this knowledge to real-life contexts by integrating science, technology, engineering, and mathematics (STEM) disciplines (Breiner et al., 2012;Han et al., 2016;de Loof et al., 2022). STEM-centered curricula, for example, have been attempted in the educational system in the context of "Next Generation Science Standards" which was based on "A Framework for K-12 Science Education" and they helped change goals and methods of science instruction in the USA as well as other countries in the world (National Research Council [NRC], 2012). ...
The importance of integrating effective teaching strategies in Professional Development (PD) programs for Educational Robotics (ER)-based Science Technology Engineering and Mathematics (STEM) education is increasingly recognized. However, we need to add to the growing body of studies on comprehensive instructional approaches for teaching robotics to educators within PD STEM environments. This study investigates the effects of the modified P3 task taxonomy enriched ER-based STEM PD course on science, mathematics, and computer science teachers’ STEM knowledge. The taxonomy denotes a strategy utilized to teach high school students ER. Twenty in-service teachers participated in the study, attended a 24-hour PD program in which they were taught how to use Arduino robotics kits, were assigned three tasks, and were engaged in creating lesson plans incorporating ER into their regular teaching practices. The one-group pre and post-test experimental design was adopted in the study. The instruments included a science, robotics, and mathematics content knowledge test administered before and after the PD program. Moreover, the variations in mean scores for both the pre-test and post-test, pertaining to knowledge in science, mathematics, and robotics, were demonstrated. Using a paired-sample t-test, we found that the P3 task taxonomy scaffolded PD program had statistically significant impacts with large effect sizes in robotics (2.08), science (1.49), and mathematics (0.92). These results hold important implications, suggesting that the P3 task taxonomy offers a new approach beyond learning by design, the 5E model, and project-based learning for scaffolding PD in ER settings.
... Project Based Learning (PjBL) is a learning model that emphasizes contextual learning through complex activities, guiding students to be able to ask questions, design, solve problems, carry out investigations, make decisions, work independently or in groups so that later the resulting project becomes a real product (Trianto, 2014;Wena, 2014;Herowati, 2023;Jauhariyyah et al., 2017). Learning in the PjBL model focuses on students solving problems, integrating various knowledge concepts from various scientific disciplines as student learning experiences (Han et al., 2016;Bell, 2010). In PjBL, several phases are determining project assignments, developing project plans, preparing schedules for lecturers and students in the form of an agreement on collecting assignments, monitoring project assignments, assessing the results of assignments given and final evaluation (Handayani, 2021). ...
A B S T R A K Penelitian bertujuan untuk meningkatkan soft skills mahasiswa dalam menghadapi abad 21, menjadikan pembelajaran lebih menarik dan menyenangkan sehingga kualitas SDM menjadi lebih baik. Pengembangan soft skills mahasiswa dilakukan melalui integrasi pendekatan STEAM PjBL pada mata kuliah kimia organik 1 topik hidrokarbon. Subjek penelitian mahasiswa yang mengambil kuliah kimia organik 1 pada semester ganjil tahun akademik 2022/2023. Jenis penelitian ini adalah penelitian kualitatif dengan teknik pengumpulan data berupa wawancara, observasi lapangan, dan reflektif jurnal. Pendekatan Scince, Technology, Engineering, Art and Mathematic (STEAM) diintegrasikan dalam pembelajaran dengan sintaks menggunakan enam tahapan yaitu memberikan pertanyaan esensial, membuat perencanaan proyek, menyusun jadwal proyek, memonitor mahasiswa dan perkembangan proyek, menilai/menguji hasil, dan mengevaluasi pengalaman mahasiswa. Hasil penelitian menunjukkan bahwa mahasiswa sangat menyukai pembelajaran proyek menggunakan pendekatan STEAM dengan hasil rata-rata angket respon sebesar 89,14% dengan kriteria sangat baik. 36% mahasiswa mengalami kendala saat membuat perencanaan tugas proyek dalam menemukan ide yang menarik dan terkait dengan materi senyawa hidrokarbon dengan pendekatan STEAM. Integrasi STEAM dalam pembelajaran berbasis proyek dapat mengembangkan soft skills mahasiswa. A B S T R A C T This research aims to improve students' soft skills in facing the 21 st century, making learning more interesting and enjoyable so that the quality of human resources becomes better. This study explores how integrating Project-Based Learning (PjBL) with the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach can improve students' soft skills in Organic Chemistry 1, specifically focusing on the topic of hydrocarbons. The research subjects were students taking Organic Chemistry 1 courses in the odd semester of the 2022/2023 academic year. This type of research is qualitative research with data collection techniques in the form of interviews, field observations, and reflective journals. The STEAM approach, encompassing Science, Technology, Engineering, Art, and Mathematics, is implemented through a six-stage learning process, namely providing essential questions, making a project plan, preparing a project schedule, monitoring students and project progress, assessing/testing results, and providing student experience. The research results show that students like project learning using the STEAM approach with an average questionnaire response result of 89.14% with very good criteria. 36% of students experienced problems when making project planning assignments in finding interesting ideas related to organic chemistry 1 material using the STEAM approach. The integration of STEAM in project-based learning can develop students' soft skills.
... Technological developments in this digital era also have a significant impact on education (Hidayati et al., 2017;Ouahi et al., 2022;Zwolak et al., 2017). The integration of technology in learning is becoming increasingly important to prepare students to face the demands of an increasingly complex and changing world of work (Akkaya, 2016;Han et al., 2016;Perienen, 2020). In this context, the use of the AutoCAD program as an aid in engineering drawing has become standard in many construction industries. ...
This research aims to develop an electronic AutoCAD learning module for drawing brick ties as an effort to increase the effectiveness of learning at Vocation High School 2 Merangin. The research method used is the Lee and Owens development model which consists of analysis, design, development, implementation and evaluation. The results of this research show that the AutoCAD learning module developed received a positive response from experts and students. This module is effective in improving students' understanding and skills in drawing brick ties using AutoCAD software. The novelty of this research lies in the development of interactive and interesting electronic modules to facilitate more effective and interesting learning. The implications of this research are increasing student motivation and interest in learning as well as increasing the quality of learning at Vocation High School 2 Merangin. Thus, the use of this AutoCAD learning module can make a positive contribution to improving the quality of education in the field of building engineering. The results of this research indicate that the development of an AutoCAD learning module can be an effective solution in overcoming challenges in learning technical drawing, especially in drawing brick ties. Therefore, it is hoped that the use of this module can be an innovative and efficient learning alternative in vocational high schools, as well as making a positive contribution in improving students' skills in technical drawing and their preparation for the world of work.
... Project Based Learning (PjBL) telah digunakan secara luas pada pembelajaran matematika untuk meningkatkan kemampuan pemecahan masalah peserta didik. Pada penelitian yang telah dilakukan diantaranya (Han et al., 2016;Ibrahim, 2019;Ismail, 2015;Kusuma et al., 2021;Muslim, 2017;Priatna et al., 2020;Rahman et al., 2017;Siswono et al., 2018) melaporkan bahwa PjBL memberikan pengaruh positif yang signifikan terhadap kemampuan pemecahan masalah peserta didik. ...
This research aims to analyze the effect size of using the Project-Based Learning (PjBL) model on problem-solving abilities in mathematics learning and investigate the effect size based on educational levels. The research method employed is quantitative with meta-analysis, aiming to summarize, evaluate, and integrate the results of several published studies. Data collection techniques involve documentary studies by searching national and international journals published between 2015 and 2023. A total of 24 studies met the predetermined inclusion and exclusion criteria, and the effect sizes of each study were calculated. Subsequently, the overall average effect size and effect sizes based on educational levels were calculated. Data analysis was conducted using JASP software version 0.18.1.0. The results of this research indicate that the effect size of the Project-Based Learning model on problem-solving abilities in mathematics learning is significantly large, with an effect size of 0.973. Furthermore, statistically significant differences were reported in the effect sizes of the PjBL model on problem-solving abilities in mathematics learning across educational levels. The implementation of the PjBL model has a very large effect size on problem-solving abilities in mathematics learning for elementary, and college-level students. Meanwhile, at junior high school and the senior high school level, the PjBL model on problem-solving abilities in mathematics learning has a large and amoderate effect size.
... Menurut Sampurno (2009) basis pendidikan yang menekankan pada proyek dapat memaksimalkan aktivitas peserta didik dalam pembelajaran, dapat meningkatkan kreativitas, kemampuan berpikir kritis, dan kinerja ilmiah peserta didik serta membantu peserta didik untuk mengembangkan keterampilan belajar jangka panjang. Oleh karena itu, integrasi STEM-PJBL akan menggali kemampuan siswa untuk memecahkan masalah secara kreatif melalui proyek, yang akan membangkitkan rasa ingin tahu siswa untuk terlibat dalam penyelidikan [5]. Proses pembelajaran STEM-PJBL terdiri dari lima langkah, setiap langkah ditujukan untuk mencapai suatu proses tertentu. ...
Abstrak Penelitian ini bertujuan untuk mengembangkan “Interactive Digital Module Of Global Warming (IDMOGW) Berbasis STEM-Project Based Learning” yang valid sebagai bahan ajar fisika di Sekolah Menengah Atas (SMA). Metode yang digunakan dalam penelitian ini adalah Research and Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implement, dan Evaluation). Langkah-langkah penelitian yang dilakukan ialah analisis kebutuhan, merancang bahan ajar, menghasilkan dan memvalidasi bahan ajar, mempersiapkan lingkungan belajar dan menilai kualitas instruksional bahan ajar. Produk dikembangkan dengan bantuan aplikasi Canva. Berdasarkan hasil uji validasi oleh para ahli diperoleh interpretasi skor sebesar 84,23% dari ahli media, 83,66% dari ahli materi, dan 87,5% dari ahli pembelajaran. Selanjutnya, hasil uji coba produk oleh pengguna diperoleh interpretasi skor sebesar 96,38% dari guru dan 89,77% dari siswa. Hasil interpretasi skor dari uji validasi dan uji coba tersebut menunjukkan bahan ajar yang dikembangkan sangat valid sesuai dengan kriteria tabel interpretasi skor. Berdasarkan penelitian ini dapat disimpulkan bahwa Interactive Digital Module Of Global Warming (IDMOGW) Berbasis STEM-Project Based Learning yang dikembangkan sangat valid digunakan sebagai bahan ajar fisika di Sekolah Menengah Atas (SMA). Kata-kata Kunci: Modul, STEM-PJBL, Pemanasan Global. Abstract This research aims to develop a valid "STEM-Project Based Learning Interactive Digital Module Of Global Warming (IDMOGW)" as physics teaching material in High Schools (SMA). The method used in this research is Research and Development (R&D) with the ADDIE model (Analyze, Design, Development, Implement, and Evaluation). The research steps carried out were needs analysis, designing teaching materials, producing and validating teaching materials, preparing the learning environment and assessing the instructional quality of teaching materials. Products are developed with the help of the Canva application. Based on the results of the validation test by experts, it was obtained an interpretation of scores of 84.23% from media experts, 83.66% from material experts, and 87.5% from learning experts. Furthermore, the results of product trials by users obtained a score interpretation of 96.38% from teachers and 89.77% from students. The results of the interpretation of the scores from the validation tests and trials show that the teaching materials developed are very valid according to the criteria for the score interpretation table. Based on this research, it can be concluded that the developed STEM-Project Based Learning Interactive Digital Module Of Global Warming (IDMOGW) is very valid to be used as physics teaching material in High Schools (SMA). Keywords: Module, STEM-PJBL, Global Warming.
... In the implementation of PBL, students collectively organize their knowledge by exploring various solutions to solve problems, there by fostering critical and creative thinking (Darling-Hammond et al., 2020;Han et al., 2016). According to Suradika et al. (2023), there are several principles in the PBL model: (a) students are at the center of the learning process; ...
The objective of this research was to assess the efficacy of project-based learning in enhancing the analysis of student worksheets in the domains of Science, Technology, Engineering, Arts, and Mathematics (STEAM) with the integration of the ecoprint technique, focusing on its influence on student motivation and creativity. This investigation was conducted as a quasi-experiment involving a sample size of 150 students selected through cluster sampling. Data collection was executed using standardized tests, with instrument validity ascertained through the Aiken index and instrument reliability determined via Cronbach's alpha coefficient. Data analysis was performed using multivariate analysis (MANOVA) and descriptive quantitative methods. The study's findings reveal a significant disparity in the mean scores of both learning motivation and student creativity. In conclusion, the implementation of project-based learning coupled with STEAM-based student worksheet analysis utilizing the ecoprint technique yields a substantial enhancement in learning motivation and student creativity. These findings underscore the success of employing STEAM-based worksheets in conjunction with the ecoprint method to foster students' motivation and creativity, as ecoprint inherently encompasses all STEAM components within the manufacturing process.
... Additionally, a study on the influence of project-based learning (PBL) in science, technology, engineering, and mathematics (STEM) on students' achievement in mathematics topics shows favorable results when implementing STEM PBL lessons in schools. This study further supports the effectiveness of project-based learning in improving students' achievements (Han et al., 2016). These findings affirm the positive impact of this learning approach on learning outcomes and the mastery of students' skills. ...
This research aims to determine whether E-Student Worksheet for Project-Based Learning (PjBL) based on STEM (Science, Technology, Engineering, and Mathematics) can cultivate valid and practical Character Building for microbiology learning. This type of research falls under Research and Development (R&D). The study employs the 4D research model (Four D models), adapted from Thiagarajan (as cited in Kurniawan et al., 2017). The 4D development consists of four stages: Define, Design, Development, and Disseminate. Instruments used include media expert validation sheets, content expert validation sheets, and practicality sheets for students. The data obtained are analyzed descriptively, both quantitatively and qualitatively. The feasibility of the STEM-based PjBL e-Worksheet for Character Building development is validated with a media validity of 91.67% and content validity of 88.89%, meeting the criteria for being highly valid. Therefore, it can be tested on students of Biology Education at the Faculty of Teacher Training and Education, University of Jambi. Practicality, as assessed by student responses using STEM-based PjBL learning media, is 90.83%, meeting the criteria for being highly practical. In conclusion, the development of STEM-based PjBL e-Worksheet demonstrates tremendous potential in shaping students' character while enhancing their academic abilities. The integration of technology and project-based learning approaches creates interactive and contextual learning experiences, preparing students for the technological challenges of the workforce.
... Regarding the impact of STEM activities on leaning, Sireger et al. (2020) have reported, in their literature review, that the integration of STEM has a positive impact on elementary, middle, and high school student achievement (Han et al., 2016;Hansen and Gonzalez, 2014;Ing, Kelly, 2014;James, 2014;Judson, 2014;McCaslin, 2015;Tolliver, 2016). For instance, in his study with fourthgrade pupils in Georgia (USA), McCaslin (2015) showed the effects of STEM education on student achievement with respect to numbers and operations, data measurement, and analysis, geometry and algebra. ...
STEM education is gaining popularity in primary and high school curricula worldwide, emphasizing effective instructional methods. This article discusses a case study using the Technology Design Process (TDP) to create teaching materials to introduce variables and functions in a mathematical context at the elementary level. The TDP's iterative stages were used in the development, and data was collected from different sources: pre- and post-questionnaires, as well as a working document dealing with pupils’ understanding based on designing, making, testing, and simulating. Nineteen students from a fourth-grade classroom (9–10 years old) participated in the study. The results indicate that STEM activities enhance classroom engagement and math learning while fostering problem-solving skills in a transdisciplinary context. This research encourages elementary teachers to incorporate more STEM activities and emphasizes the importance of the design process for critical thinking and practical skills. It also suggests that technology teachers include these design process steps in their teaching to develop engineering design skills and spark student interest in STEM subjects.
... pembelajaran merupakan kerangka konseptual dalam wujud suatu perencanaan pembelajaran yang melukiskan prosedur yang sistematis yang digunakan sebagai pedoman dalam pembelajaran di kelas. Istilah model pembelajaran mempunyai empat ciri khusus yakni: (1) rasional teoretik yang logis yang disusun oleh para pencipta; (2) landasan pemikiran tentang apa dan bagaimana siswa belajar (3) tingkah laku mengajar yang diperlukan agar model tersebut dapat berhasil; (4) lingkungan belajar yang diperlukan agar tujuan pembelajaran itu dapat tercapai (Han & Rosli, 2016;Herzon et al., 2018;Ramlawati et al., 2017). ...
Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran PBL terhadap aktivitas dan hasil belajar PPKn siswa. Penelitian ini termasuk jenis penelitian tindakan kelas (PTK). Subjek penelitian ini semua siswa kelas X dan objek dari penelitian ini adalah peningkatan aktivitas belajar dan hasil belajar siswa. Teknik pengumpulan data yang digunakan pada penelitian ini adalah observasi dan tes hasil belajar. Untuk memperoleh persentase aktivitas dan hasil belajar siswa, teknik analisis data yang yang digunakan adalah teknik analisis statistik deskriptif kuantitatif. Berdasarkan hasil penelitian diperoleh persentase aktivitas siswa pada pra siklus sebesar 44,44 %, siklus 1 sebesar 62,72% dan siklus 2 sebesar 87,46%, sedangkan hasil belajar siswa pra siklus sebesar 29.03%, siklus I sebesar 74.19%, dan siklus II sebesar 93.55%. penelitian ini adalah penerapan model pembelajaran PBL terbukti dapat meningkatkan aktivitas dan hasil belajar PPKn siswa. Implikasi dari penelitian ini adalah penerapan model pembelajaran PBL dapat memotivasi siswa untuk belajar dan menambah pengalaman baru bagi siswa.
... Integrating STEAM and Project Based Learning (PBL), students can carry out learning by completing one or several projects that are very relevant to everyday life. Research conducted by the results show that 95% of students are more interested, if the material is associated with everyday problems or with real life [22]. Project based learning can be used to develop science process skills, so students become more creative, active, and have the skills to create a product that has benefits and of course quality [23] [10]. ...
The application of the Project Based Learning (PjBL) learning model in CAD courses has so far not been satisfactory. the results of the design drawings produced by students could not be implemented because the size, component layout, beauty did not meet the criteria. As a result, the students failure rate in CAD courses from 2019 to 2022 is quite high. PjBL with the STEAM approach is a solution because with STEAM the design of the images produced by students is based on criteria Science, Technology, Engineering, Art and Mathematics. This type of research uses Classroom Action Research, which is an examination of activities that are deliberately raised and occur in a class, and have 3 Cycle. The process of implementing the research consists of four components, namely planning, action, observation, and reflection. The population is Diploma 3 Automotive Engineering Students in Faculty of Engineering, Universitas Negeri Padang (FT UNP) who are enrolled in the CAD course for the Semester January - June 2022 and totaling 46 students. The data collection techniques through observation sheets and students performance in designing drawings using CAD software. The results of the study show that the implementation of PjBL with the STEAM approach can improve the quality of learning. The quality of learning observed is the activity of lecturers and students and learning outcomes. The percentage of lecturer activity in the learning process is 77% and increases in cycles 2 and 3 with percentages of 85.90% and 89.6%. While students activity in the learning process cycle 1 obtained a percentage of 62.4%, increased in cycles 2 and 3 of 73.20% and 87.70%. courses computer aided design using a project-based learning approach STEAM can increase the average value of students. This is based on the average grade of students drawing projects in cycle 1 of 33.04, Whereas in cycle 2 it was 69.80 and the average students score in cycle 3 was 76.42.
... Approaches such as group tutoring or reflective discussions can facilitate student learning. In project-based learning planning, it is essential to have precise evaluation methods to measure project outcomes and student progress (Sunyoung et al., 2016;Hixson et al., 2012). It can involve an assessment of project outcomes, an assessment of product or student presentations, as well as an assessment of individual participation and contribution within the project team. ...
Purpose: This study aims to explain the understanding, basic concepts, planning, implementation, evaluation, and assessment of project-based learning management and case-based learning in guidance and counseling lessons. Theoretical framework: Project-based learning management and case-based learning emphasize applying knowledge and skills in real-life contexts and actively involving students in the learning process. Design/Methodology/Approach: The research method used was a literature study analyzing and synthesizing relevant literature. Findings: Project-based learning management involves the application of projects as the main foundation of learning, where students are actively involved in planning, implementing, and evaluating projects relevant to guidance and counseling. Meanwhile, case-based learning management involves applying real cases as a learning approach, where students interact with complex case situations and solve problems related to guidance and counseling. Research, practical & social implications: Project-based and case-based learning management has great potential to improve the quality of learning in guidance and counseling. Originality/Value: This research contributes to broadening the understanding of the concepts and application of project-based and case-based learning management in the context of guidance and counseling. The implications of these findings could provide practical guidance for guidance and counseling teachers in designing more effective and relevant learning.
... Menurut Kelley & Knowles, (2016) STEM merupakan suatu pendekatan pembelajaran untuk mengajar dua atau lebih bidang dengan melibatkan praktek STEM dalam menghubungkan masing-masing bidang dalam pembelajaran. Model pembelajaran PjBL berbasis STEM didasarkan pada prinsipprinsip teknik untuk meningkatkan keterampilan pemecahan masalah peserta didik dan pemahaman mendalam tentang konten pembelajaran (Han, et al., 2016). Becker & Park (2011) membuktikan bahwa menggunakan pendekatan STEM mampu melatih siswa baik secara kognitif, afektif maupun psikomotorik. ...
Proses pembelajaran IPA di dalam kelas perlu diarahkan untuk mengenal lingkungan sekitarnya. Memanfaatkan lingkungan sebagai media pembelajaran sangatlah penting untuk meningkatkan sikap ilmiah. Sikap ilmiah akan tumbuh pada diri siswa, ketika pengetahuan yang dimilikinya masih terbatas maka akan tumbuh pada dirinya untuk menggali informasi yang lebih lanjut. Tujuan penelitian ini adalah untuk mengembangkan perangkat pembelajaran model Project Based Learning (PjBL) berbasis STEM pada materi perubahan energi untuk meningkatkan sikap ilmiah siswa. Penelitian ini merupakan penelitian Research and Developmnet. Model pengembangan yang digunakan dalam penelitian ini adalah model 4D (Define, Design, Develop, and Disseminate). Instrumen yang digunakan berupa lembar validasi. Hasil penelitian menunjukan bahwa perangkat pembelajaran model Project Based Learning (PjBL) berbasis STEM yang meliputi: RPP nilai persentase rata-rata sebesar 76,40%, LKPD nilai rata-rata 75,93%, alat peraga nilai rata-rata 82,29%, dan instrumen sikap ilmiah nilai persentase rata-rata kevalidan sebesar 82,41%. Kesimpulannya bahwa perangkat pembelajaran model Project Based Learning (PjBL) berbasis STEM materi perubahan energi yang dikembangkan semuanya dikategorikan cukup valid. Validity of STEM-Based Project Based Learning Model Tools on the Subject of Energy Change to Improve Scientific Attitudes Abstract The science learning process in the classroom needs to be directed to get to know the surrounding environment. Using the environment as a learning medium is very important to improve scientific attitudes. Scientific attitude will grow in students, when the knowledge they have is still limited it will grow in themselves to explore further information. The purpose of this study is to develop STEM-based Project Based Learning (PjBL) learning tools on energy change materials to improve students' scientific attitudes. This research is a Research and Development research. The development model used in this study is the 4D model (Define, Design, Develop, and Disseminate). The instrument used is a validation sheet. The results showed STEM-based Project Based Learning (PjBL) model learning tools which included: RPP average percentage value of 76.40%, LKPD average value of 75.93%, teaching aids average value of 82.29%, and scientific attitude instruments average percentage value of validity of 82.41%. The conclusion is that the STEM-based Project Based Learning (PjBL) model learning tools for energy change materials developed are all categorized as quite valid.
... Students' critical thinking skills have not been able to increase significantly because students have not been able to find alternative solutions and reasons for the solutions proposed appropriately (Ennis, 2011;Khoiri et al., 2021). The developed STEM-integrated DTM contains real-life problems to encourage students' creativity (Han et al., 2016;Siregar et al., 2019;Zakiyah, 2022). However, the increase in students' creative thinking skills did not significantly increase. ...
Learning should be able to develop the students' literacy skills in the industrial revolution 4.0. However, the literacy of students related to this era was still low. The solution to solve the problem is to develop STEM-integrated physics digital teaching material (PDTM). The research objective was to investigate the effect of using PDTM on students’ conceptual understanding and new literacy. The research method was quasi-experimental with a nonequivalent control group design. Instruments for collecting data consist of written tests and performance assessments. Data analysis used a comparison test of two independent groups: t-test and Mann-Whitney U test. The results of the data analysis state that the use of STEM-integrated PDTM has a positive effect on students’ conceptual understanding and new literacy. The students’ new literacy skills include data, technology, and human literacy. These results indicate that using STEM-integrated PDTM in physics learning effectively develops students’ conceptual understanding and new literacy skills.
... The PjBL learning model is encouraged when using the 2013 curriculum since it can offer practical experience while studying, whereas STEM is a learning strategy. The design process and a systematic approach to issue solving both key PjBL and STEM characteristics (Sunyoung et al., 2016;Putri and Dwikoranto 2022). ...
The purpose of this study is to comprehend and describe the application of project-based learning integrated STEM (science, technology, engineering, and mathematics), or PjBL-STEM, to the study of fluid dynamics in order to improve critical thinking skills. Utilizing qualitative data collection methods, such as literature studies, is the research methodology used in this project. Theoretical sources that are relevant to the issues identified are searched for to collect data for this study. The data obtained is subsequently examined using descriptive analysis techniques. According to the data analysis, the N-gain score revealed an improvement in students' critical thinking skills. These conclusions are also supported by other pertinent investigations. According to a review of the research, using PjBL-STEM to study fluid dynamics may enhance critical thinking skills.
... Through STEM-based teaching materials, students are expected to be able to think more broadly, have freedom and safety in expressing ideas, feel comfortable doing learning activities while doing them, determine their own learning, be able to collaborate or be collaborative. The STEM approach in the thematic learning process will strengthen an important component, namely the ability of students in problem solving (Han et al., 2016;Lumbantobing & Azzahra, 2020). ...
Thematic learning is expected that learning activities can involve students actively and in learning activities, so that students get direct experience which makes learning activities much more meaningful. Thematic teaching materials with the STEM approach are an alternative to improve students' problem-solving abilities. This study aims to analyze the validity, convenience, attractiveness, usefulness, and effectiveness of thematic teaching materials with the STEM approach to improve students' problem solving abilities in elementary schools. This research is a type of Research and Development (R&D) research, the development is carried out according to the theory of Borg & Gall. The subjects in this study were determined using a purposive sampling technique and obtained as many as 20 students. The data collection tool uses valid and reliable test instruments. Validity data analysis techniques show that thematic teaching materials with the STEM approach are very valid to use. Effectiveness data analysis technique uses N-Gain with a calculation result of 0.57 with a significance of 0.01<0.05. Based on this research, it can be concluded that the thematic teaching materials with the STEM approach developed are valid and effective for improving students' problem solving abilities in elementary schools.
... Kelana et al. (2020) discovered that the STEM method had an impact on mathematical literacy skills in their study. Another study by Han et al. (2016) also revealed that students, whose learning activities incorporated with STEM, showed higher scores in geometry, probability, and problem solving than non-STEM students. Research related to the development of STEMbased mathematics teaching materials had been carried out by Hasanah et al. (2020) on the material of building space which were tested in both small and large groups. ...
p style="text-align: justify;">The mathematical literacy ability of Indonesian pupils is still relatively low, as indicated by Indonesia's score of 379 for mathematical literacy in PISA 2018. Paying attention to the learning process such as the teaching materials used in learning, is one of ways to increase mathematical literacy skills. To strengthen students' mathematical literacy skills, it is great for building qualified mathematics teaching materials with the nuances of science, technology, engineering, and mathematics (STEM) which are supported by the information and communication technology (ICT)-assisted Preprospec (Prepare, Problem Solving, Presentation and Conclusion) Learning Model. The research method used in this study is research and development (R&D), with the main reference of 4D-model development by Thiagarajan, whose stages are limited to define, design, and develop. The results showed that the feasibility test on teaching materials obtained the total average percentage of validator I to validator V, respectively, 90.19, 95.45, 93.90, 91.95, and 97.95 with very eligible criteria. It is easy to understand by students with a readability score of ρ = .109 > α = .05 or Cochran's Q = 13.091, and it can improve students' mathematical literacy skills, as evidenced by the Wilcoxon test and a gain normalization result of 485.</p
... The combination of STEM and PjBL can strengthen students' concepts of Science, technology, engineering, and mathematics by providing contextual and authentic experiences (33). Projects in PjBL is usually complex (34), so that teacher has an opportunity to incorporate STEM components into learning (35). In conclusion, combining STEM with PjBL can increase effectiveness and produce meaningful learning (36). ...
Critical thinking is an essential skill that students should be mastered. However, the majority of studies found that students' critical thinking skills were still considered low. This study aims to explore the effect of STEM-PjBL with TPACK learning on students' critical thinking skills in the static fluid. The method used is quasi-experiment involved 21 students from one of the senior high schools in Tulungagung regency. STEM-PjBL with TPACK was used to teach the experiment group, and conventional learning was used to teach the control group. This study showed that there is no significant difference between students' critical thinking skills in both groups (U=25.00, p>0.05). It was probably because students' didn't work collaboratively during project making and had a low dependency on learning. The result implied that improving students' critical thinking skills are not easy to conduct. Furthermore, more attention and effort are needed when implementing STEM-PjBL integrated TPACK during the online learning environment.
... Based on a report by the Association for Evaluation of Educational Achievement International, it is reported that the quality of Indonesian students is in 36 out of 50 countries. In the fields of mathematics and reading skills, it is ranked 39th out of 41 countries surveyed (Han et al., 2016;). More specifically, student achievement in science, a test conducted by Trends International Mathematics and Sciences Study (TIMSS), an institution that measures educational outcomes in the world, reports that the science ability of Indonesian elementary school students is ranked 32nd out of 38 countries (Aviyanti, 2020;Kartianom & Retnawati, 2018;Tze & Li, 2021). ...
Literacy is one aspect of knowledge that has become a benchmark for the success of education. The measurement of the level of quality of education carried out by UNESCO is recorded at the lowest rank. The purpose of this study was to develop test instruments to measure the scientific literacy abilities of elementary school students. The number of respondents in this study was 20 students and 12 items. This research method used the design of (1) a preliminary study stage, (2) a development study stage and (3) an evaluation stage. In the first stage, the preliminary study was reviewed through literature studies, field studies and identification according to the needs of the instrument. Furthermore, the second stage of the development study was carried out by designing the initial product, validation tests by experts, analysis and revisions, and then carrying out initial trials, analysis and refinement. Data analysis was carried out using the Rasch model approach. The results of the analysis showed the reliability index of the instrument (=0.97) and the reliability of the person (α = 0.81). In general, this instrument can explain 72.7% of the variance in respondents, so this test instrument can be used to measure the scientific literacy of elementary school students.
... Learning science emphasizes students' thinking patterns, not just understanding concepts. It is done so that students can master and solve problems logically, carefully, critically, and thoroughly (Yearworth et al., 2013;Han et al., 2016). In the basic competencies of science learning, which states to solve problems in students' lives, students are expected to understand the concepts, principles of science, and their relationship and application. ...
This study aims to analyze the effectiveness of introductory astronomy teaching materials with inquiry settings on students' problem-solving and generic science skills. This study used a quasi-experimental design with the one-group pretest-posttest design. The research subjects were one class of 23 fourth-semester science education students. Data on problem-solving skills were collected using a test method with ten essay questions, and generic science skills data were collected using 30 multiple-choice questions. Data analysis was carried out descriptively, and a t-test with a significance level of 0.05. The analysis results showed that the use of inquiry-based introductory astronomy teaching materials in astronomy learning was effective in improving the problem-solving skills (p0.05, g = 0.67 medium categories) and generic science skills (p0 .05, g = 0.53 moderate type). So, it can be concluded that introductory astronomy teaching materials with inquiry settings effectively improve students' problem-solving and generic science skills.
... Recently, the majority of STEM research has been conducted. The results show that integrating STEM in learning improves the students' accomplishment in algebra, geometry, and probability (Sunyoung et al., 2016). It also enhances literacy and proficiency in science, math, and technological engineering (Tati et al., 2017). ...
STEM learning is a process of improving one's mathematical critical thinking skills in the twenty-first century. The study aimed to compare the mathematical skills of critical thinking between genders through STEM learning. The researchers employed the quasi-experiment design with 2 x 2 factorial designs and a simple random sampling technique. The research data were collected using tests to assess students' mathematical critical thinking skills. The normality, homogeneity, and hypothesis tests analysis were performed using two-way ANOVA. The research findings are as follows: (1) there were differences between STEM and conventional learning in mathematical critical thinking skills. STEM learning through technological integration is more effective than conventional learning; (2) there was a difference in the mathematical critical thinking skills results between male and female students, with female students having a higher ability to use critical thinking skills. It is expected that STEM learning can be used as a learning solution in the twenty-first century.
... Similar studies by Robinson et al. (2014) also found that STEM education was of great help to the improvement of students' scientific performance and the effect size was 0.940. Other studies have found only small to moderate improvements in STEM education, for example, Korur et al. (2015) found that the effect of design-based learning on improving students' scientific scores was 0.728; Harris et al. (2015) and Han et al. (2016) showed that STEM education had only a slight advantage over non-STEM education in improving students' test performance, with effect sizes of 0.220 and 0.170 respectively. Although these studies have different views on the effect of STEM education, they at least suggest that STEM education is more conducive to improving students' academic performance. ...
STEM education is a multidisciplinary teaching approach that aims at helping students develop knowledge in science, technology, engineering, and mathematics. This chapter aims to study the development of online STEM education of K12 group and its innovation in the era of distance education and popularity in China. This chapter will discuss the current situation of STEM education in China and the factors affecting the implementation of it particularly during the COVID-19 period. This chapter will study the learning outcome of K12 group by investigating the impact of STEM education on teaching mode. This chapter will discuss whether and how STEM approach would enhance teaching quality on K12. By applying bibliometric analysis, the chapter will perform statistical and correlation analysis on the STEM education. STEM and STEAM cases will be used for discussion. Finally, the chapter will provide suggestions for stakeholders to promote STEM education.
... Regarding the impact of STEM activities on leaning, Sireger et al. (2020) achievement (Han et al., 2016;Hansen and Gonzalez, 2014;Ing, Kelly, 2014;James, 2014;Judson, 2014;McCaslin, 2015;Tolliver, 2016). For instance, in his study with fourth-grade pupils in Georgia (USA), McCaslin (2015) showed the effects of STEM education on student achievement with respect to numbers and operations, data measurement, and analysis, geometry and algebra. ...
A colleague of mine is fond of saying that Education’s ultimate goal is the “betterment of the human condition”. I can’t think of a better sentiment for the introduction to the proceedings of the 39th Pupils’ Attitudes Towards Technology research conference. As Technology Education has a long and complex history with industry, trade, and vocation, its emergence and evolution into an element of compulsory general education has been a struggle. Any attempt at the betterment of the human condition requires an understanding of the political, social, and technical systems that dominate the zeitgeist of the time, but it also requires forward thinkers and doers that can chart a path forward and challenge the inequalities that exist or may exist because of our collective inaction. With so much of modern society, both collectively and individually, depended on the artifacts and systems that we’ve created, Technology Education has a vital role in ensuring that our students know that no matter how complex, seamless, or magical a technology may seem, that there are ways to deconstruct, understand, and re-design our own creations for the betterment of the human condition. The struggle is still real, as there are still times when I feel this community is balancing on the edge of uncertainty, I am continually reassured by the strong commitment demonstrated by the champions of Technology Education in the pages that follow. It has been an honour and a pleasure to have had the opportunity to play a small part in helping bring such an eclectic collection of thoughts together that no doubt will move us all a little closer to that ultimate goal.
... The application of the STEM learning approach can teach several problems for students. STEM learning is learning that involves all four disciplines at once, so that it can help students think critically and creatively (Utami, 2018; Suryani, 2020; Han et al., 2016;Reeve, 2015). The fields of science contained in STEM are science, technology, engineering / engineering, and mathematics. ...
Integrated STEM-based PjBL learning devices are a learning context designed by teachers to motivate students to take part in learning activities so they can boost their creative thinking skills and discover new ideas. The goal of this study was to examine a learning tool that combines STEM with Project-Based Learning. It looks at whether this tool is suitable, effective, and easy to use in order to help improve creative thinking skills of fourth-grade students of Santo Paulus Martubung Elementary School - Medan. This type of research uses the Research and Development (R&D) development model. The results of the study revealed that the devices developed had significantly improved students' creative thinking skills. The increase in creative thinking skills can be seen from the average n-gain score of 0.49 (moderate increase category). The learning devices developed on the 'Care for the Environment' material are effective in significantly improving students' scientific literacy. The increase in scientific literacy can be seen from the average score of 0.64 (moderate increase category) and increased interest in science and technology, active participation in discovery activities (practice and projects), and responsible management of natural resources and the the area around us after using a project-based learning tool along with a specific method.
This meta-analysis examined whether learning outcomes differ (a) for STEM integration versus traditional instruction and (b) across STEM integration implementations. Based on 79 effect sizes from 40 studies of 15,577 students, those learning via STEM integration outperformed other students on academic achievement tests (g = 0.661; 95% CI [0.548, 0.774]). The effect sizes of STEM integration on achievement were largest for context integration, smaller for content integration, and smallest for tool integration. They were largest for inquiry-based learning, and progressively smaller for problem-based learning, designed-based learning, and project-based learning. They were largest for STEM subject achievement, and progressively smaller for science achievement, math achievement, and engineering achievement. They were larger for collectivist countries than for individualistic countries. Engineering design skills and grade level were not significant moderators. These results can inform integrated STEM instructional design and improve student learning.
STEM education is useful for facing 21st century competition. However, the availability of STEM project-based learning (STEM-PjBL) modules for enhancing scientific literacy and critical thinking Indonesian students is still rare, especially at the elementary school level. The objective of this study is to design a STEM-PjBL module that enhances students' 21st-century skills, specifically focusing on improving their scientific literacy and critical thinking capabilities by organizing the constructs and items within the module. This study is qualitative research at the stage of designing the content of STEM-PjBL module using literature reviews and expert interviews. The acquired data underwent thematic analysis for examination. The resulting module construct includes module objectives; module structure; module content that includes STEM components; scientific literacy components, and critical thinking components; learning aids or media; and assessment in modules with accompanying items for each construct. The resulting module construct and item are used as the basis for the next stage, namely the module development stage. This study holds significance for advancing STEM education in Indonesia and serves as a valuable asset, particularly for initiatives highlighting STEM-PjBL learning activities aimed at enhancing 21st-century skills
The chapter delves into the realm of educational assessment, emphasizing the pivotal role it plays in understanding learners' skills and competencies. It scrutinizes the flaws of the standardized testing methods as primary assessment tools. It advocates for a shift towards alternative assessment methods. The chapter addresses concerns surrounding subjectivity, reliability, fairness, and validity in alternative assessments, providing strategies to ensure their effectiveness. The chapter also outlines practical steps to support teachers in implementing alternative assessments. Balancing alternative assessments with standardized tests is also explored, highlighting the importance of thoughtful curriculum mapping. Finally, the chapter discusses overcoming barriers to implementation, emphasizing the need for comprehensive training and seamless integration into curriculum and instruction. By adopting alternative assessment methods, educational institutions can enhance the quality of evaluation and promote a more inclusive and comprehensive approach to assessing student achievement.
Nelson Mandela (1990) stated “[e]ducation is the most powerful weapon which you can use to change the world.” This has never been truer as we live in a world in need of strong teachers. We live in a world that underappreciates teachers and their role in educating the next generation often goes unnoticed. Teaching children to become literate in math and science is a concern as these disciplines can lead to increased employment opportunities, higher pay, and a higher quality of life. Having a scientifically literate citizenship is critical to fostering innovation, improving the quality of life, and solving crises such as pandemics and climate change. Unfortunately, interest and motivation in STEM disciplines often decline after early grades which illustrates the important role that these teachers have in math and science education. This chapter combines research-based practices and activities that the author has used to promote STEM learning in preservice teachers. It combines these with narratives from former students who add evidence for their value.
The character development of Indonesian students is directed towards teaching students to form critical thinking skills. In forming critical thinking skills, one of the parties that play an important role is the teacher. In addition to critical thinking skills, the competencies that students are expected to master include Science, Technology, Engineering, and Mathematics (STEM). However, there is little research on teachers regarding critical thinking in STEM learning despite it is the teachers who are expected to teach this skill to students. This study aims to determine the teacher's perception of critical thinking skills in STEM learning. The participants were 67 elementary school teachers in one district in Bangka Belitung Province. Data were collected through a questionnaire given after the teacher was given brief information about Critical Thinking. The results showed that teachers' perceptions of critical thinking in STEM learning were very diverse. Teachers in this study also perceive students' abilities as a constraint. The results of the study encourage the need for training on critical thinking for elementary school teachers.
Yürütülen çalışmada ortaokul 5. sınıf öğrencilerine yönelik Fen, Mühendislik ve Girişimcilik Uygulamalarının temel alındığı STEM etkinliklerinin öğrencilerin girişimcilik becerilerine etkisi incelenmiştir. Araştırmanın bağımsız değişkeni olan STEM etkinlikleri, Proje Tabanlı Öğrenme yaklaşımı dikkate alınarak uygulanmıştır. Araştırma deneysel bir çalışmadır. Yeni bir eğitim modülünün geliştirilip uygulanmasında yararlanılan basit deneysel desenden faydalanılmıştır. Çalışma grubunun belirlenmesinde imkanlar ve farklılıklar dikkate alınarak uygun örneklem yöntemi tercih edilmiştir. Veriler araştırmacı tarafından oluşturulan gözlem formları ve rubrikler yardımı ile toplanmıştır. Gözlem formunda ve rubriklerde yer alan her maddeye ilişkin puanların frekans dağılımı, frekans yüzdesi ve her bir gruba ait ortalamaları tablolarla gösterilerek karşılaştırılmıştır. Araştırma sonucunda STEM etkinliklerinin öğrenci ürünlerinde girişimcilik becerilerine etkisine bakılmıştır. .Sınıf dışı STEM etkinlikleri olarak hazırlanan proje çalışmasının öğrencilerin girişimcilik becerilerinin gelişmesine katkı sağladığı ve öğrencilerde ürettikleri ürünlerin tanıtımı ve pazarlanması konusunda çalışmalar yapmaları gerektiğine ilişkin farkındalık oluşturduğu sonucuna ulaşılmıştır.
The purpose of this meta-analysis was to examine the overall effect and impact of moderators in the context of STEM education. This study first summarized previous meta-analysis studies on STEM education and pinpointed gaps in the current literature, such as inconsistent results and the mixed effects of moderators. It also assessed critical features that should be considered in STEM education. The key inclusion criteria were studies on STEM education that used experimental or quasi-experimental research designs and learning outcome measures to evaluate the effect of STEM education. As a result, 23 eligible journal articles published between 2000 and 2020 representing 9,797 participants from 70 schools in seven countries were meta-analyzed. The results demonstrated that the overall mean weighted effect size was 0.38, indicating that STEM education had a small to medium positive effect on students’ academic achievements compared with traditional education. In addition, the mean effect size was affected by education levels, subject domains, school locations, learning outcomes, and hours of instruction, but not by pedagogical approaches. Taken together, the results highlight the theoretical framework that will be of value to future STEM education studies as well as the affordances of various moderators for STEM learning.
In this chapter we present and critique a range of research literature regarding early years STEM in relation to pedagogical and social perspectives. We start with a brief positioning of specific discipline research and situate it within the broader STEM domain. As most early childhood educators operate within a sociocultural perspective, we commence with a reflection on social-constructivist approaches to education, based in large part on the work of Vygotsky, Harvard University Press, (1978). Vygotsky emphasised that children’s cognitive skills can be fostered by adults, and the society, more generally, primarily via language.
Science, Technology, Engineering, Art, and Mathematics (STEAM) merupakan pembelajaran yang disiapkan bagi anak-anak untuk menghadapi abad 21 dimana anak dituntut untuk menguasai empat keterampilan utama (4K) yaitu kreativitas, berpikir kritis, komunikasi, dan kolaborasi. Pembelajaran STEAM ini haruslah dimulai sejak dini. Penelitian ini bertujuan untuk mengetahui sejauh mana implementasi pelaksanaan STEAM dalam pembelajaran di jenjang PAUD di kabupaten Jember. Penelitian yang dilakukan adalah penelitian deskriptif yaitu penelitian yang mendeskripsikan keadaan yang akan diamati di lapangan dengan lebih spesifik, transparan, dan mendalam. Sumber data utama berasal dari Rencana Pelaksanaan Pembelajaran Harian (RPPH) yang sudah dibuat oleh para guru di lembaga PAUD. Berdasarkan hasil analisis yang telah dilakukan persentase implementasi STEAM dalam pembelajaran PAUD sebesar 63%. Capaian implementasi STEAM ini masih sangat perlu untuk ditingkatkan agar bisa memberikan yang terbaik bagi anak-anak. Hal berikutnya yang menjadi perhatian berdasarkan data yang diperoleh adalah bahwa ternyata pelaksanaan STEAM ini masih terpisah-pisah, guru masih menganggap STEAM sebagai bidang-bidang yang terpisah seperti mata pelajaran dimana pembelajarannya berkaitan dengan teknologi dan eksperimen-eksperimen sains, padahal STEAM harus dilihat dalam satu kesatuan yang terintegrasi diantara bidang-bidang pendukungnya dalam rangka melatih anak untuk berpikir sistematis dan kritis dalam memecahkan masalah.
Increased numbers of elementary and secondary students with learning and other disabilities are participating in inclusive science classrooms. Unfortunately, many of these students struggle to achieve at a level commensurate with their peers. As a result, few students with disabilities pursue advanced scientific coursework or enter science, technology, engineering, and mathematics (STEM) careers. Technology offers promise as a means to promote these students' academic achievement and attitudes toward science. However, there is limited research that utilizes the quality standards identified by Gersten and Edyburn (2007) that examine how this can be accomplished. This article presents a review of literature (N = 71) from 1997–2009 across the often disparate fields of special education, science, and technology using the Universal Design for Learning (Rose, Meyer, & Hitchcock, 2005) and Cognitive Load (Sweller, 1999) theoretical frameworks. It concludes with the identification of key research issues that should be considered when examining how technology can affect the academic achievement and attitudes of students with learning and other disabilities in inclusive science classrooms.
The purpose of this study was to investigate whether participating in science, technology, engineering, and mathematics (STEM) project-based learning (PBL) activities effected students who had varied performance levels and to what extent students’ individual factors influenced their mathematics achievement. STEM PBL has been a critical challenge to be embedded in schools, thus the effect of STEM PBL should to be examined. Teachers in 3 high schools attended sustained professional developments provided by 1 STEM center based in a Southwestern university and were required to implement STEM PBLs once in every 6 weeks for 3 years (2008 through 2010). The participants were 836 high school students in these 3 schools who took the Texas Assessment of Knowledge and Skills (TAKS) test and had scores at least in the initial year. Hierarchical linear modeling was used to analyze the data using student’s mathematics TAKS scores and demographic information for the longitudinal study. STEM PBL instruction influenced student achievement in mathematics by both student demographic backgrounds and performance levels. Low performing students showed statistically significantly higher growth rates on mathematics scores than high and middle performing students over the 3 years. In addition, student’s ethnicity and economic status were good predictors of academic achievement. Results of the present study implied that STEM PBLs in schools benefitted low performing students to a greater extent and decreased the achievement gap.
Educational reformation has proceeded slowly despite the many calls to improve science and mathematics for our students. The acronym STEM (science, technology, engineering, and mathematics) has been adopted by numerous programs as an important focus for renewed global competitiveness for the United States, but conceptions of what STEM entails often vary among stakeholders. This paper examines the conceptions of STEM held by faculty members from a public Research I institution in the middle of a regional “STEM movement.” Faculty members responded to two open-ended questions: (1) What is STEM? and (2) How does STEM influence and/or impact your life? Although 72% of these faculty members possessed a relevant conception of STEM, the results suggest that they do not share a common conceptualization of STEM. Their conception is most likely based on their academic discipline or how STEM impacts their daily lives. STEM faculty members were likely to have a neutral or positive conception where non-STEM faculty members often had negative feelings about STEM.
This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced astronomy curriculum. The curriculum incorporated key elements of the Universal Design for Learning (UDL) theoretical framework. Participants (N = 1153) included middle school students from 64 inclusive science classrooms. A two-level hierarchical linear model was developed to determine the contribution of student- and teacher/classroom-level factors to the prediction of posttest and problem-solving scores. Results reveal differences across schools in the effect of being in a lower reading ability group on performance on the posttest and problem-solving measures, with some students performing at a level commensurate with their proficient reading peers. Factors associated with differential performance are identified. Implications of these findings are discussed. Areas for future research are identified.
The identification of creative potential in mathematics poses many challenges. Much of the research into the identification of mathematical creativity has focused on the devel-opment of measurement instruments. Scoring of these instruments is time consuming and subject to scorer interpretation, limiting their use. This study sought a simpler means to obtain indicators of creative potential in mathematics. Existing instruments were used to explore the relationship between mathematical creativity and mathematical achievement, attitude towards mathematics, self-perception of creative ability, gender, and teacher perception of mathematical talent and creative ability. Data were gathered from 89 7th graders in a suburban Connecticut school. The regression model predicted 35% of the variance in mathematical creativity scores. Mathematical achievement was the strongest predictor accounting for 23% of the variance. Student attitudes towards mathematics, self-perception of their own creative abilities, and gender contrib-uted the remaining 12% of variance. Interpretation of the relative importance of the independent variables was complicated by correlations among them.
This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.
Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41-2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = -0.16 to -0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.
This study aimed to develop an interdisciplinary on-line learning project for female senior high school students and to explore their participation process and its learning effectiveness. The topic for the project was 'The creative design of a cup speaker'. The five-stage model comprised preparation, implementation, presentation, evaluation and revision (PIPER).The model was used for the integrated learning of science, technology, engineering, and mathematics (STEM). Throughout the project, the students were able to discuss and share knowledge about their projects via the STEM online platform. The study involved 40 volunteers from a girl's senior high school in Taiwan, grouped into ten teams of six students. Textual analyses, survey questionnaires, and interviews were used to collect data. The findings of the study show that the female students were engaged in the project and were able to combine theory with practice effectively to create cupspeakers according to the five stages of PIPER. In addition, this project created a new opportunity for female Taiwanese senior high school students to experience the joy of engineering design as well as to enhance the effectiveness of the STEM knowledge application. Therefore, the design of interdisciplinary and hands-on projects is seen as an important issue for future curriculum design.
Middle school STEM curriculum can serve as a natural progression to rigorous high school level science, technology, engineering, and mathematics classes. Students who experience such a curriculum are more likely to then choose STEM majors in college and ultimately a career in a STEM field. Four middle school mathematics standards were examined for STEM integration: NCTM Principles and Standards for School Mathematics , the Texas Essential Knowledge and Skills (TEKS), the Common Core State Standards for Mathematics (CCSSM), and the Texas College and Career Readiness Standards (TCCRS). Instances of integration of 2 or more STEM subjects, real-world problems that would indicate involvement of 2 or more STEM subjects, and project-based learning were coded. The most obvious application of STEM integration was located in the NCTM standards. The CCSSM did not contain STEM integration embedded in the content strands but did include it in mathematical practices. The TEKS contained more references to STEM integration than the CCSSM, and the TCCRS strongly supported integration of subjects, including non-STEM subjects.
A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction, and assessment practices-changes that are often foreign to the students as well as the teachers. In this article, we share an approach to designing, implementing, and evaluating problem- and project-based curricula that has emerged from a long-term collaboration with teachers. Collectively, we have identified 4 design principles that appear to be especially important: (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and beginning with problem-based learning activities before initiating projects; (c) ensuring multiple opportunities for formative self-assessment and revision; and (d) developing social structures that promote participation and a sense of agency. We first discuss these principles individually and then describe how they have been incorporated into a single project. Finally, we discuss research findings that show positive effects on student learning and that show students' reflections on their year as 5th graders were strongly influenced by their experiences in problem- and project-based activities that followed the design principles.
This article describes work by a research group bringing a middle-school inquiry and technology science innovation to scale in a systemic urban school reform setting. We distinguish between scaling and scaling within systemic reform. We pose a framework for use by developers of instructional interventions to gauge their "fit" with existing school capabilities, policy and management structures, and organizational culture, and illustrate how the framework exemplifies our experiences. We present challenges for researchers to consider as they attempt to create usable innovations and facilitate their adoption, enactment, and maintenance by school systems. Finally, we call for new approaches to the study of these problems outlining how systemic innovation challenges traditional evaluation and experimental methods.
Problem-based learning (PBL) is one of the student centered approaches and has been considered by a number of higher educational institutions in many parts of the world as a method of delivery. This paper presents a creative thinking approach for implementing Problem-based Learning in Mechanics of Structure within a Malaysian Polytechnics environment. In the learning process, students learn how to analyze the problem given among the students and sharing classroom knowledge into practice. Further, through this course's emphasis on problem-based learning, students acquire creative thinking skills and professional skills as they tackle complex, interdisciplinary and real-situation problems. Once the creative ideas are generated, there are useful additional techniques for tender ideas that will grow into a productive concept or solution. The combination of creative skills and technical abilities will enable the students to be ready to "hit-the-ground-running" and produce in industry when they graduate.
Using an inquiry project-based learning (PBL) approach that involved the collaboration of three kinds of teachers (general studies, language, and information technology [IT]) and the librarian, primary 4 students from a Hong Kong school were guided through group projects. The effect of this approach was examined by comparing the project grades of students who took part in the inquiry PBL project with those of a control group. Surveys and interviews were conducted with students (N1 = 141), parents (N2 = 27), and teachers (N3 = 11). The comparison of group project grades revealed significantly higher scores for the inquiry PBL groups (p < 0.05). Surveys showed that students were perceived to have improved in eight dimensions of learning, with no significant differences (p > 0.05) between students, parents, and teachers. Students enjoyed the projects and perceived them to be relatively easy. Gender differences and academic abilities had no significant moderating effects on the learning dimensions. Examination of the approach showed the collaboration between the four teaching staff to be effective through the support of the school administration, an inquiry learning expert, and parents. On the other hand, the main limitation was the extra workload for the teachers. Nevertheless, the study participants and stakeholders all advocate the continued implementation of the approach. © 2009 Wiley Periodicals, Inc.
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