Efficiency of using Stem Case-Based learning for teaching biology

Abstract

The article discusses the implementation of integrated STEM learning - based on Case-Based Learning when teaching the section "Laws of Inheritance and Variation" in biology in distance learning. The aim of the study is to investigate the effectiveness of STEM learning based on Case-Based Learning in distance education. The study involved four groups of 9th grade schoolchildren. The selected classes were randomly divided into experimental and control groups to ensure the validity of this study. To study the effectiveness of the teaching methodology, the results obtained were compared by means of the final assessment for the sections of the groups. 1 experimental group in which STEM was applied - based on Case-Based Learning (CBL), and 2 - control group. The research results are analyzed using the Student's t-test. Meanwhile, an efficacy study using STEM - based on CBL as a key factor in student satisfaction, found that half of the students surveyed gave positive feedback in favor of STEM learning, 20% of the participants chose both methods to be effective in distance learning. Based on this study, it can be said that the use of STEM based Case-Based Learning in an online classroom has positive results on student achievement. Abbreviations and symbols: STEM - science, technology, engineering and mathematics; CBL - Case-Based Learning; COP-summative assessment by section. Key words: STEM, Case-Based Learning, dystonic learning, Student's t-test, Summative Section Assessment (COP).