STEM-based Project for Everyday Life Created by Pre Service Students and Its Implication of Pedagogical Competence for Science Teacher

Abstract

STEM Education has become framework of lifelong, life-wide, and life-deep across the word in Science Education. Some research investigated about how student comprehend science concept and its related into technology, engineering and mathematics lead to science conception in more deep insight. Pre service science teacher has important role to build and disseminate STEM approaches into science teaching practices. This study aims to investigate how preservice science teacher create STEM- based project concerning on essential science concepts. About 72 pre service students of Science Education Study Program in STEM course involved in this study who work in group of four students each. During eight weeks they begin with group discussion, group presentation to share their project idea, supported with journal review, preparing project, designed first project, peer review, improving project until finalizing projects. About eight from eighteen titles of their projects have been selected to be deeply analyzed further because of similar based science concept referred to changes in electrical energy into motion in some various project they created. The title projects are: a) electric broom; b) simple mixer; c) mini vacuum cleaner; d) Air conditioner recharge; e) blender; f) earth rotation; g) locomotive; h) mini generator. Based on group discussion, group review, and interview there were found seven kinds of their understanding of STEM begin with lack explanation of scientific reason, theoretical explanation only, good explanation of scientific reason, ability to apply STEM in daily life, lack implementation of Reduce-reuse-recycle, and good implementation of reduce-reuse-recycle. Implication of STEM-based project into science teaching learning material have been discussed.