Inquiry-based STEM Research Articles

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students’ analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students’ analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

Need Analysis for Development of Inquiry-Based STEM Materials to Improve Critical Thinking Skills

21st-century learning plays an important role in producing quality human resources. One of the skills that students must have to face this century is critical thinking skills. This research aims to determine students' critical thinking skills and find out to what extent the stages of inquiry learning have been implemented, as well as their integration with the STEM approach. The type of research used is survey research. The instruments used were interview guide sheets, tests of student critical thinking skills, observation sheets of learning implementation, and analysis sheets of the interviews conducted with 4 physics teachers in the four schools. The research results show that learning in schools is still conventional (teacher-centered). The integration of the inquiry process with the STEM approach in learning and the teaching materials used is still low. Students' critical thinking skills are also low. Therefore, the recommendation from this preliminary study is that there is a need to develop physics teaching materials that integrate inquiry learning with a STEM approach to improve students' critical thinking skills.

AI Adaptivity in a Mixed-Reality System Improves Learning

AbstractAdaptivity in advanced learning technologies offer the possibility to adapt to different student backgrounds, which is difficult to do in a traditional classroom setting. However, there are mixed results on the effectiveness of adaptivity based on different implementations and contexts. In this paper, we introduce AI adaptivity in the context of a new genre of Intelligent Science Stations that bring intelligent tutoring into the physical world. Intelligent Science Stations are mixed-reality systems that bridge the physical and virtual worlds to improve children’s inquiry-based STEM learning. Automated reactive guidance is made possible by a specialized AI computer vision algorithm, providing personalized interactive feedback to children as they experiment and make discoveries in their physical environment. We report on a randomized controlled experiment where we compare learning outcomes of children interacting with the Intelligent Science Station that has task-loop adaptivity incorporated, compared to another version that provides tasks randomly without adaptivity. Our results show that adaptivity using Bayesian Knowledge Tracing in the context of a mixed-reality system leads to better learning of scientific principles, without sacrificing enjoyment. These results demonstrate benefits of adaptivity in a mixed-reality setting to improve children’s science learning.

An Inquiry-Based Learning STEM Outreach Module to Teach Principles of Bioadhesives and Tissue Repair.

Bioadhesives are an important subset of biomaterials, which aid wound healing, hemostasis, and tissue repair. In order to advance the field of bioadhesives to promote more regenerative healing, there is a societal need to teach diverse trainees about their design, engineering, and testing. To address this, we deployed a hands-on, inquiry-based learning (IBL) bioadhesives module to middle school students from underserved communities in the Young Eisner Scholars (YES) program. The module, which lasted approximately 3 hr, was designed to teach students about applications of bioadhesives, engineering bioadhesives for various biomedical applications, and mechanically testing their adhesive strength using standard practices. Students who participated in our IBL bioadhesives module displayed significant learning gains by pre/post-test assessment, demonstrating that the module was effective for middle school outreach. Pre/post-survey assessments showed no significant differences in attitudes towards STEM, which was likely due to the fact that students in YES had a strong predisposition for STEM. Overall, results motivate the use of this module, or similar hands-on IBL modules, for outreach with K-12 students who are underrepresented in STEM.

The Effect of Inquiry-Based STEM Learning Strategy toward Students’ Writing Abilities at Eighth Grade of SMP Negeri 15 Bengkulu City

The objective of this study was to reveal the effects of Inquiry-Based STEM Learning Strategy toward students’ writing ability at the eighth-grade students of SMP Negeri 15 Kota Bengkulu. Quasi-experimental design was implemented in this study. Eight grade students of SMP Negeri 15 Kota Bengkulu were participated in this study. The findings revealed a significant difference between the writing abilities of students taught using the Inquiry-Based STEM strategy and the writing abilities of students taught simply using scientific approach which is used as conventional techniques. It was found from the post-test results that there was significant effect toward students' writing ability after receiving six treatments. The results independent sample test revealed that the Inquiry-Based STEM technique had a significant impact toward students' writing abilities. The mean pre-test writing skill score for the control and experiment groups was found to be slightly comparable. However, the writing score of the experiment group was higher than the control group. Thus, it can be concluded that Inquiry-Based STEM strategy gives positive effect toward students’ writing ability and is proved to be effective strategy in teaching writing. Finally, it is suggested that teachers comprehend and apply the Inquiry-Based STEM strategy while teaching writing because it has been demonstrated that this technique may improve the teaching learning process. It is also suggested that additional studies perform study on the use of the Inquiry-Based STEM method in various grades or schools.

Raising Primary School Boys’ and Girls’ Awareness and Interest in STEM-Related Activities, Subjects, and Careers: An Exploratory Case Study

Internationally, there is an under-supply of intellectual capital to provide for STEM-related employment. One contributing factor is the low number of female students selecting STEM school subjects and careers. Despite the literature recommending students engage in STEM activities earlier, many initiatives are not implemented until high school. This paper reports on an Australian project named MindSET-do which provided students with early positive STEM experiences prior to high school to raise awareness of, interest in, and aspirations for STEM-related subjects and careers. The case study surveyed n = 107 Year 6 boys’ and girls’ interests, ability beliefs and expectations in STEM school subjects and careers. Students’ awareness and interest in STEM-related subjects and careers increased significantly following experiences with inquiry-based STEM activities, χ2(1, n = 107) = 4.57 to 63.67, p < .05. Expectancy for success in mathematics was significantly higher for males than for females (U = 1125, p = .044, r = .2). Expectancy for success in science was slightly lower for the female group, but p > .05. Logistic regression found females were 24 percent less likely to have a positive view of mathematics than males (p = .003). Gender differences in STEM ability versus ability beliefs and expectancies for success are discussed, with recommendations for earlier positive experiences with STEM tasks.

Developing students’ creative problem solving skills with inquiry-based STEM activity in an out-of-school learning environment

Developing students’ creative problem solving skills with inquiry-based STEM activity in an out-of-school learning environment

Enhancing Primary School Students’ Critical Thinking Skills through the Integration of Inquiry-Based STEM Approach on Teaching Electricity in Science Learning

This paper aimed to enhance primary school students’ critical thinking by implementing an interdisciplinary STEM approach using the inquiry method in science learning of energy and its changing topic. This innovative learning is designed to engage students in constructivism through project-making. This study involved twenty-five-six-grade primary school students at a public primary school in Java Province, Indonesia. The qualitative method was employed to explore and understand students’ experiences during learning in developing five aspects of critical thinking skills SCIT, including identifying questions at issues, conceptual understanding, ideas connection, assumptions, and inferences. The researchers collected the data through classroom observation, reflective journals, interviews, and a concept test. In this study, students are engaged in five learning stages: ask, investigate, create, discuss, and reflect. The findings obtained by the researchers reflected that students were actively involved in all phases of learning. They feel they are challenged to learn through a simple electrical circuit and a simple flood detector project. The analysis showed that students were experiencing the enhancement of critical thinking skills through information exploration and project discussion to engage them in identifying questions at issues raised in the learning. Besides, facilitating students to integrate their thought into real-life and project-making leads them to improve their conceptual understanding. In addition, interdisciplinary learning encouraged them to connect ideas and make assumptions and inferences by considering multiple perspectives on developing a project.

Science student teachers’ ability in preparing 5E inquiry-based STEM lessons

Science student teachers’ ability in preparing 5E inquiry-based STEM lessons

The UK’s Project Faraday and Secondary STEM Education

This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.

Sinking or Floating: An Inquiry-Based STEM Activity for Children

Sinking or Floating: An Inquiry-Based STEM Activity for Children

Food, Energy and Water Learning Module Workbooks: Low-Cost Affordable Inquiry-Based STEM Curricula

The Diverse and Integrative STEM Continua Using Socio-environmental Systems In and Out of Neighborhoods (DISCUSSION) network core team developed a low-cost, interdisciplinary, inquiry-based STEM curriculum of workbooks called the Food, Energy, and Water Learning Module (FEWLM). Built on the Next Generation Science Standards with a systems thinking approach, these workbooks provide hands-on, self-driven and team-building activities for elementary and middle school youth with the intent to increase their scientific exposure and awareness about environmental sustainability and human health issues. FEWLM was implemented at local Boys and Girls Clubs, local public after-school programs, and the DISCUSSION “HydroPHonics” Summer Enrichment camp. More than 150 underrepresented minority youth were engaged in our FEWLM science learning events during a two-year period; however, approximately 50 youth were surveyed about their experiences with FEWLM, attitudes and interest in science, and career ambitions. Evidence indicated that our FEWLM learning experiences had a positive impact on elementary and middle school youth by increasing their interest in STEM, perception of STEM in their lives, and confidence in their ability to participate in STEM.

Design of a 7E model inquiry-based STEM (iSTEM) lesson on digestive system for Grade 8: An open-inquiry approach

In this research, we integrated inquiry-based learning and the 7E model lesson planning to STEM education and used the approach called Inquiry-based STEM learning (iSTEM) in order to engage students to be active participants in the teaching-learning process. The main goal of this study is geared towards the development of a 7E model inquiry-based STEM (iSTEM) lesson specifically on the parts and functions of the digestive system for grade 8 learners. The 7E model inquiry-based STEM (iSTEM) lesson was developed through the following stages: a. Selection of topic b. Identification of learning objectives c.designing of activity d. Assessment by the panel of experts e. revision f. pilot testing g. final revision h. ready to use 7E model inquiry-based (iSTEM) digestive system lesson. It was rated excellent by the panel of experts that was comprised of in-service science teachers. The performance of the students during the pilot testing (explore phase) was also excellent and 100% of them reached the passing standard. This implies that the developed 7E model inquiry-based STEM (iSTEM) digestive system lesson has a positive effect on the performance of the students and is ensured to have the features that can improve the teaching-learning process.

Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics

ABSTRACT With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’ powerful ideas about early childhood computational thinking (Bers 2018. Coding as a Playground. New York: Routledge.) were used for analysis and results highlight how digital programming and use of robots can promote a more versatile use of robotic words, compared to analogue, ‘unplugged’, programming without robots. Furthermore, it is also found that use of precise decontextualised language by the teacher seems to stimulate children’s use of words related to STEM and the object of learning. The findings add to the discussion about how teachers can scaffold children’s learning by inquiry teaching of STEM supported by robotics.

Gains in the Education of Mathematics and Science: A Summer Program Designed to Address Systemic Inequities and Barriers to STEM Pathways

Educational inequity is widely prevalent in United States (U.S.) public schools and creates barriers to STEM education for underserved and underrepresented populations, including racial minority, low-income, and first-generation college students. Scientists at the Walter Reed Army Institute of Research (WRAIR) recognized the need in its community, the greater Washington, DC metropolitan area, to improve STEM education by increasing opportunities for STEM experiential learning. By 1995, WRAIR scientists began investigating how to bring science-enthusiastic but novice high school (HS) students into their laboratories where they could be mentored, along with providing a stipend to mitigate financial barriers; importantly, this process was funded by two Science Education Partnership Awards from 2001-2006. WRAIR’s Gains in the Education of Mathematics and Science (GEMS) program now guides local middle and HS students to take part in hands-on, inquiry-based STEM laboratory investigations led by undergraduate “near peer mentors” (NPMs), so named due to their close age to participants. GEMS is now sustained at 14 sites nationwide through the U.S. Army Educational Outreach Program. Recent evaluations of the program explore service to underrepresented groups in STEM and growth of the local program. Further evaluation of the nationwide programs reveals positive student feedback, especially regarding working with NPMs and hands-on learning.

Teacher Enrichment Initiatives: Supporting Teachers Who Are at the Frontline of Our Nation's Future.

Teachers are charged with connecting classroom science to real-world applications; however, opportunities for teachers to experience real-world applications in the life and biosciences are limited. When provided the opportunity to engage in hands-on learning experiences, teachers' capacity to connect classroom activities to real-world applications increases. Through partnerships within the local STEM Ecosystem, the Teacher Enrichment Initiatives (TEI) provides teachers with experiences that enable them to strengthen the connections between classroom science and careers. Over the course of TEI's 25+ years, these collaborations between our teachers and partners have resulted in the production of over 350 individual hands-on, inquiry-based curriculum activities. In addition, the TEI has played a pivotal role in the growth of the STEM workforce by disseminating best practices and providing teacher professional development (TPD) experiences designed to improve teacher knowledge of STEM career options and the associated educational pathways for their students while enhancing teacher professionalism. Since 2011, the TEI has hosted 15 TPD conferences and 300 workshops with over 1,800 K-12 teachers participating annually. The number of students impacted through teacher participation exceeds 300,000, covering all grade levels. To date, over 83 scientists, engineers, and STEM-career professionals have participated in TEI sponsored events.

Preschool Children’s Science Motivation and Process Skills during Inquiry-Based STEM Activities

STEM is an educational practice to integrate science, mathematics, engineering, and technology within the formal and informal context and it provides practical opportunities for the child to make sense of the world holistically. Moreover, the most important benefit of STEM activities for children, including engineering design, is to improve or support children's science and mathematics skills and social-emotional development. In this study, therefore, it was aimed to investigate children’s science motivation as well as their usage of scientific process skills during inquiry-based STEM activities including engineering designs. Fourteen 5/6-years-old children included in the study and classroom observations, pre and post interviews were conducted to collect rich data. The findings revealed that children frequently engaged in STEM activities by employing at least one of the science process skills and they used engineering thinking apart from the science process skills. Moreover, following inquiry-based STEM activities, children have recognized science as an area of activity, and there have been positive changes in their motivation towards science.

Preschool Teachers’ Role in Establishing Joint Action During Children’s Free Inquiry in STEM

With science and digitalization emphasized further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. In the present study, the Joint Action Theory of Didactics has been used to analyze the didactic game taking place between teachers and children in two preschools during inquiry-based STEM activities, with and without the use of robots during programming. The results highlight different coaching strategies used by the teachers and how these strategies promote the joint actions during children’s STEM inquiry integrating programming and science. Interestingly, the joint action-strategies used by the teachers are similar and independent of whether the programming involves digital tools or not. Such strategies involve establishing a common ground of knowledge in the group and hands-on teaching. Both teachers start with teacher-scaffolded activities that develop into free inquiry and exploration through the children’s own ideas, coached by the teachers on both individual and collaborative levels. The findings add to the discussion about how teachers can coach preschool children’s learning and inquiry of programming and STEM – implications for preschool practice are discussed.

Developing Critical Thinking of Grade 10 Students through Inquiry-Based STEM Learning

Thematic approach in education is a way of holistic view in modern instructional practices. The 21 st century learning needs students have ability and necessary skills, especially thinking critically than content focused. This action research aims to enhance critical thinking and learning achievement of grade 10 students through inquiry-based STEM learning. Twenty first students were participated by who had mean score lower than 70 percent of critical thinking. The research instruments consisted of 6 lesson plans, 20 items of critical thinking test with 4-multiple choice, interviewing form in teaching and learning environments, and observation during lesson plans implementation. Data were gathered and analyzed by descriptive statistics. The result showed that students who learned through inquiry-based STEM learning can increase their critical thinking to meet the criterion. Qualitative data indicated that they need more improvement in the diversity of learning methods as well as STEM education. Suggestion needs students to design and criticize in their working assignment.

Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging

Engagement in STEM across the primary-secondary school transition has been widely investigated. However, integrated-STEM implementation had not shown practical packaging and could not reach all the skills that gift students needed in the 21st century. The main perspective of STEM education refers to the conclusion that the learning approach was student-centered. The concept of this point of view was like an inquiry-based approach, where the inquiry approach was oriented to fostering student inquiry skills through active experiments. The purpose of this study was to design and validated an inquiry-basedSTEM learning strategy design that could systematically guide instructors or designers in creating an appropriate gifted students learning activities oriented to 21st century skills. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal validation through expert review. In a field study of an inquiry-based STEM learning strategy , we examine the design and operational characteristics that were important for the expressive role of the learning strategy. The pilot study indicated that the inquiry-based STEM learning strategy could improve gift students' abilities in accordance with 21st century learning frameworks.