Science, Technology, Engineering And Mathematics Learning Research Articles

STEMing together: a comparison of co-ed and all-female informal learning environments

STEMing together: a comparison of co-ed and all-female informal learning environments

Implementation of audio biostimulators and IOT in STEM learning to enhance the quantity of herbal medicinal plants in Indonesia

This research aims to enhance the contribution of science learning in higher education using a Science, Technology, Engineering and Mathematics (STEM) approach to assist Indonesia’s farmers' herbal medicinal plant communities. The technology implemented in this project-based learning at the Department of Natural Science Education, Yogyakarta State University is the Audio BioStimulator (ABS) and multi-sensors based on the Internet of Things (IoT). These sound waves function to open leaf stomata during photosynthesis optimizing nutrient absorption. On the other hand, IoT comprises a sensor system that measures physical variables encompassing soil composition, air quality, fertiliser concentration, pH levels, pressure and temperature. This system creates optimal conditions to foster the growth of herbal medicinal plants. The research method employed an embedded experimental design which is mixed-methods research. This method is expected to provide more comprehensive analysis results to improve critical and creative thinking skills by applying contextual STEM learning to intensify herbal medicine farming using ABS and IoT technology. These two technologies are strategic for enhancing students’ competency in science practicums in higher education which can also be studied intensively in the science, engineering and mathematics aspects. The STEM approach empowers students to translate acquired knowledge and skills into direct project activities to address the challenges facing farming communities. Its instructional impact lies in elevating critical and creative thinking skills while its consequential bearing manifests in assisting the community to increase the economic status of the herbal medicinal plant farming sector in Indonesia.

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

IntroductionEducators play a pivotal role in shaping students’ academic achievements, particularly in STEM (science, technology, engineering, and mathematics) fields. The instructional techniques employed by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering effective STEM instruction.MethodsData was collected through a survey administered to 290 high school STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and 12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine teachers’ perceived barriers to effective STEM instruction.ResultsThe findings revealed various barriers hindering STEM instruction. These barriers were categorized into school-related, student-related, technology-related, and teaching-related factors. All the hypothesized teaching barriers [i.e., (student-related: β = –0.243, p < 0.001); (school-related: β = –0.122, p < 0.001), (technologyrelated: β = –0.123, p = 0.040); and (instruction-related: β = –0.112, p < 0.018)] were negatively related to teachers’ STEM teaching. Among the various obstacles, it appears that the most formidable challenges for high school STEM teachers are related to students (β = –0.243, p < 0.001).DiscussionUnderstanding these barriers is crucial for informing educational policies and developing strategies to enhance STEM learning in Qatar’s high schools. Addressing these barriers is essential to provide adequate resources, professional development opportunities, and support systems. By addressing these challenges, Qatar can foster a conducive environment for effective STEM instruction, thereby nurturing a future generation of STEM professionals.

STEM learning design to train student’s system thinking skills on climate change

Climate change in coastal areas is a complex problem that involves value systems and requires various scientific disciplines. Integration of Science, Technology, Engineering and Mathematics (STEM) approach is needed in learning so that it can train students to think holistically, structured and systematically. This research was carried out with the aim of producing an appropriate STEM learning design to train students' systems thinking skills on climate change material. The type of research is research and development using the analysis, design, development, implementation and evaluation (ADDIE) model. The trial subjects in this research were 28 class VIII students of SMP Muhammadiyah 12 GKB Gresik, East Java. The research instruments were validation sheets of lesson plan and student worksheets, observation sheets, and systems thinking skills assessment sheets. The research results show; (1) The Extraordinary Lesson Plan (ELP) and student worksheet of STEM learning design development which are measured through Aiken Validity with a value of 0.89 ≥ 0.6 in the valid category; (2) The STEM learning design developed is in the practical category with an average score of 3.5; and (3) students' systems thinking abilities in climate change material are in the good category. It can be concluded that the STEM learning design developed to train junior high school students' systems thinking skills was feasible to be used in learning.

STEM Learning Model’s Impact on Enhancing Critical Thinking Skills and Motivation: A Literature Review

The rapid pace of societal advancement necessitates a robust educational foundation to ensure individuals can effectively navigate and contribute to contemporary developments with their skill sets. Education plays a pivotal role in human development, influenced by a range of internal and external factors, all of which are crucial considerations for optimizing the human development process. Quality education is characterized by its ability to impart critical thinking skills and foster a motivation to learn among its students. STEM (Science, Technology, Engineering, and Mathematics) represents a pedagogical model that supports the cultivation of these skills and motivations. By integrating multiple disciplines into a cohesive framework, STEM aims to produce graduates who are competent and equipped for the challenges of the modern world. This literature review provides a systematic examination and discussion of the theoretical and conceptual underpinnings of STEM, critical thinking skills, and learner motivation. The evidence suggests that STEM is highly effective in enhancing students' critical thinking abilities and their eagerness to engage in learning, thus establishing it as a valuable educational approach.

The development of RBL - STEM learning materials to improve students' computational thinking skills in solving convolutional neural network problems

In 21st century learning, computational thinking skills have become one of the essential competencies that need to be emphasised in the development of knowledge. To enhance computational thinking skills, research-based learning (RBL) with a science, technology, engineering and mathematics (STEM) approach, known as RBL-STEM, can be used. This study aims to explore RBL-STEM activities, describe the process and outcomes of developing RBL-STEM materials, and analyse data. In this research, the RBL-STEM framework is used to improve students' computational thinking skills in applying Convolutional Neural Network (CNN) to identify coffee plant diseases using a quadcopter drone and its flight path with resolving dominating set. The research method used is Research and Development (R&D). This research develops RBL-STEM materials and produces learning material products in the form of semester study plans, student assignment designs, student worksheets and learning outcome tests. The results of the development of the materials show validity with a validity criterion of 92%. Implementation using RBL-STEM materials was found to be practical with a practicality criterion of 96.25% and effective with an effectiveness criterion of 94.32%. In addition, students were highly engaged and provided very positive feedback on the learning experience. Pre-test and post-test analysis showed an improvement in students' computational thinking skills when solving CNN problems.

Development of Augmented Reality (AR) Learning Media Integrated with STEM Learning

This research is motivated by the development of science and technology in the 21st century, especially in the fields of Augmented Reality (AR) and STEM (Science, Technology, Engineering, and Mathematics) learning which provides opportunities for students to develop work skills and mathematical abilities which lead to the formation of life competencies in the future that is the competence of Education for Sustainable Development Goals (ESDG). This AR Learning Media was developed with a 4D development design: Define, Design, Development, and Dissemination. The subjects of this research were 7th-grade science students and teachers at SMPN 1 Dewantara. Media and content validation was carried out by 2 material experts and a media expert. Instruments used Media validation sheets, materials, and student and teacher response questionnaires. Analysis was done using percentage techniques on validation sheets, teacher response questionnaires, and student responses. The results of this research are AR media prototypes that are very feasible according to material experts and appropriate according to media experts with excellent student responses and the teacher's response was very practical

Internalization of Magelang' Local Wisdom in STEM Learning: Analysis of Pottery Making as a Science Learning Resource

The context in science learning needs to be linked contextually and be interdisciplinary so that learning becomes more meaningful. This research aims to analyze the local wisdom of the people of Magelang Regency in making pottery as a science learning resource containing STEM (Science, Technology, Engineering and Mathematics) on temperature and heat. The subjects of this study were pottery artisans in Kragilan, Donorojo, Mertoyudan, Magelang, Central Java. The research design used is descriptive qualitative with data collection techniques in literature and field studies (interviews and documentation). The data in the research is qualitative, namely the results of interviews and identification of local wisdom in making pottery in Magelang Regency, which can be used as a science learning resource with STEM content. In addition, qualitative data analyses local wisdom in making pottery in science learning resources with STEM content on science material. This research shows that local wisdom in making Magelang pottery, especially roof tiles and braziers, is appropriate to the science learning context. The process of making pottery can be internalized in science learning as a science learning resource containing STEM (Science, Technology, Engineering, and Mathematics) for teaching Temperature and Heat material.

Conceptualizing bioinformatics education in STEM literacy development for pre-service biology teachers

This study aimed to create a basic plan for adding bioinformatics education into STEM (Science, Technology, Engineering, and Mathematics) learning, particularly for future biology teachers. By reviewing studies from 2019 to 2023 in the ERIC Database with the key terms "Bioinformatics Education" and "STEM Literacy," the research highlighted important areas in this subject. It organized the findings into four main themes related to bioinformatics education: levels of education, challenges faced, teaching methods, and methods for research or evaluation. Additionally, it identified three themes in STEM literacy: educational levels, challenges, and definitions or ways to measure it. The review pointed out a critical need for teaching materials, tools, and strategies in bioinformatics for future biology teachers at the college level. It also found a lack of research on STEM literacy at this level, with just three articles addressing it. These articles examined STEM literacy through skills such as general knowledge, career awareness, and communication skills. The suggested basic plan promotes combining bioinformatics education with real-world biological issues, career preparation, and addressing educational shortcomings. It recommends a bioinformatics module with specific curriculum content, tools, and teaching methods to improve STEM literacy, including knowledge, attitudes, and skills in STEM. This plan could guide future research in classrooms to improve STEM literacy among future biology teachers through bioinformatics education.

Personalized Design of Student Autonomy in STEM Curriculum

This paper explores the implementation of personalized design approaches to enhance student autonomy in STEM (Science, Technology, Engineering, and Mathematics) education. The current state of STEM curriculum in China is examined, highlighting existing challenges in its implementation. The role of autonomy in learning is discussed, emphasizing its definition, importance, and its correlation with effective STEM learning. The paper then delves into personalized design approaches, including the customization of learning paths, integration of real-world applications, utilization of educational technology, and the adoption of project-based learning. Barriers to implementing personalized design are identified, encompassing teacher training, resource challenges, and cultural considerations. The advantages and implications of personalized design are discussed, focusing on improved student engagement, performance, and alignment with educational goals. The paper concludes by emphasizing the transformative potential of personalized design in STEM education.

Influence of STEM (Science, Technology, Engineering, and Mathematics) Based Learning on Science and Science Learning Outcomes

The teacher has not implemented the learning process using STEM (Science, Technology, Engineering, and Mathematics) optimally in the application of science subjects, and science learning outcomes for class IV elementary schools are generally not optimal. The research was conducted to find knowledge regarding whether there is an impact of using the STEM learning model on science learning outcomes in elementary schools. The type of approach used is quantitative with a research design using a quasi-experiment. Sampling in this study used purposive sampling, and because the population in this study was class IV students consisting of 4 classes, this review sample consisted of 2 classes, namely the control class and the experimental class. The sample for this research consisted of 40 students consisting of 20 students from class IVA and 20 students from class IV B. In this research, the data collection methods used were observation, interviews, and tests. Data analysis techniques use normality, homogeneity, and hypothesis tests, as well as descriptive analysis and test criteria. Based on data analysis of research findings, STEM-based learning has a significant positive impact on the performance of students in class IV science lessons and improving science learning outcomes

Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe

As knowledge regarding human development and learning continues evolving due to the global influences it has created an undeniable opportunity in researching on contemporary educational practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to supporting early STEM learning. Thus, this study is predominately a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Data was collected through semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed that, art practice at ECD is a compatible strategy for early STEM learning. It was found that ECD learners’ attitudes are receptive of art practice as a constructivist approach. The results revealed that teachers used learner development checklists and child art as a tool to measure learner development and progress in STEM. The findings of the study established that teachers and learners encountered challenges such as limited teaching and learning resources, lack of expertise among some teachers, parental interference and content overload. Despite the indicated challenges, the study concluded that the integration of child art as a pedagogical strategy enhanced imparting of STEM skills among learners at ECD level. The study recommended that the Ministry of Primary and Secondary Education should capacitate ECD teachers through professional development programmes that focus on ECD STEM learning and teaching.

Developing STEM Learning Design with Mini Projector Media in Grade V of Elementary School

The lack of innovation in process engineering and technology-based learning in primary schools results in suboptimal learning outcomes. Primary school education does not involve students directly in every learning process, leading to underdeveloped student competencies. One innovative learning approach that can be utilized by elementary school teachers is STEM (Science, Technology, Engineering, and Mathematics) education. The objective of this research is to develop a STEM learning design product to make primary school education more meaningful. The research method employed is Educational Design Research (EDR), which consists of three phases: analysis and exploration, design and construction, and evaluation and reflection. Data collection techniques include interviews, observations, documentary studies, and questionnaires. The subjects of this research are students from classes VB and VC at SDN 2 Pengadilan Kota Tasikmalaya. After conducting two trials of the STEM learning design, it was found that the developed learning design is valid, practical, and suitable for use in primary schools. STEM education can serve as an alternative for teachers to implement learning processes that involve engineering and technology, thus meeting the demands of 21st-century skills for students.

Pelatihan Pembuatan Media Pembelajaran STEAM Bagi Guru PPT Wijaya Kusuma RW 04, Kelurahan Banjar Sugihan, Kecamatan Tandes, Kota Surabaya

STEAM (Science, Technology, Engineering, and Mathematics) improvements in education, as well as PAUD teacher inability to effectively use the resources at their disposal despite their simplicity in the classroom. Using active and creative learning approaches, the implementation of learning in STEAM-based PAUD is designed to encourage children's creativity. The method's activities included a pre-test to gauge PAUD teachers' familiarity with the STEAM learning approach, instruction about STEAM resources after that, and training or group practice in creating STEAM-based learning resources. introducing new information, since PAUD teachers did not previously comprehend what STEAM was, They understand now it, and because it combines the five knowledges with basic tools and materials, they can develop it for use as an engaging method of instruction in the future.

Adult STEM Education for Democratic Participation

Many key concerns require engagement with science, technology, engineering and mathematics (STEM) knowledge. Consider the complexity and nuance of climate change, energy policy, health and medicine, and data security. Informed voting or decision-making on such issues is no easy task; effective participation in our society requires considerable STEM capabilities. Education of all age groups is essential for a scientifically knowledgeable population involved in making democratic decisions about the future. Lindeman argued for adult education learning processes hand-in-hand with democratic processes, yet, once adults leave formal education, there are woefully few opportunities for the general public to learn or engage with STEM content. Adult education as a field has an important obligation to continue to support adults’ STEM learning. This obligation includes helping scientists and STEM educators better connect to adult learners in informal and nonformal settings. This paper explores adult STEM education for democratic participation. We begin with an overview of adult STEM education, followed by STEM knowledge and skills, with a focus on the utility and value of scientific processes and ways of thinking. We then continue with the function of STEM learning in democratic processes followed by frameworks of adult STEM, specifically scientific literacy and place-based education, and conclude with implications and recommendations for adult education practice.

The Development of RBL – STEM Learning Materials to Improve Student’s Conjecturing Thinking Skills in Solving Rainbow Vertex Antimagic Coloring Promblems and it’s Application to Supply Chain Management Using ANN

One of the educational developments in recent years has to do with STEM. The term STEM (Science, Technology, Engineering, and mathematics) is one approach in the learning process that is quite influential to be used today. STEM-based learning focuses students on solving problems in everyday life by combining the four fields of science: science, technology, engineering, and mathematics. The resulting device has met the validity criterion of 3.25≤ Va<4; the suggestion from validators does not change the device as a whole, but only a tiny part. The validity score obtained in each device is 3.6 for RTM (valid), 3.5 for LKM (practical), and 3.6 for THB (practical). This math learning tool also meets the criteria of practicality, and the practitioner’s advice does not change the device as a whole but only a tiny part. In addition to being valid and practical, the device also meets the criteria of effectiveness. The average student in this trial class is classified as a complete student, and the response from students is positive. Based on the test results, researchers found 16 students with 70% presentations who scored above 60.

Alleviation of social injustices in STEM education: Harnessing pedagogical affordances of virtual and augmented reality applications through open learning

This paper explores the extent to which pedagogical affordances of virtual and augmented reality (VAR) applications can be harnessed as a means to alleviate social injustices in science, technology, engineering and mathematics (STEM) education through open learning. The enhancement of epistemic and epistemological access in STEM education requires coherent implementation of appropriate strategic interventions which are essentially geared towards the promotion of pedagogic innovation in its broadest sense. The empirical investigation adopted a qualitative research design located within the interpretivist paradigm. Qualitative data was collected through semi-structured interviews. The study is underpinned by the theory of social justice framework as a theoretical lens. Key findings emanating from the study demonstrated that sustainable integration of VAR applications in STEM education can essentially be harnessed as a catalytic tool to address the articulation gap between school and higher education through parity of participation within the broader South African context. The realisation of this key strategic imperative hinges to a large degree on the critical interrogation of enablers and constraints about sustainable utilisation of VAR applications in STEM teaching and learning.

The impact of STEM attitudes and computational thinking on 21st-century via structural equation modelling

<span lang="EN-US">Based on the study, computational thinking skills are influenced by science, technology, engineering and mathematics (STEM) skills, and there is a relationship between computational thinking skills and 21st-century skills. However, studies related to STEM attitudes, computational thinking and their impact on 21st-century skills are still very few and limited. The purpose of our study was to examine the impact of STEM attitudes and computational thinking on 21st-century. This research uses a quantitative approach. The participants of this study were students of a vocational school in Bantul Regency, Yogyakarta, Indonesia (N=290). Research data in STEM attitude, computational thinking, and 21st-century skills using a questionnaire. The data were analyzed using structural equation modeling techniques using the Smart PLS application. The results of the study obtained several findings, including: the model proposed in this study was valid; STEM attitude has a positive and significant effect on computational thinking; and computational thinking has a positive and significant effect on 21-st century skills. It can be argued that when STEM attitudes and computational thinking are more positive, 21-st century skills will improve. These findings have implications that curriculum development and STEM learning practices have to develop students’ computational thinking skills and 21st-century skills, especially in vocational schools.</span>

Using STEM Development Worksheets at Free Fall Montion Concept to Toward the Generic Science Skills

This study aims to analyze about the eligible, characteristics, and skill upgrade generic science for students at STEM (Science, Technology, Engineering, and Mathematics) worksheets. Evaluating student responses at STEM learning worksheets. This research is adopted by ADDIE method. It is consisting into of five stages such as analysis, design, development, implementation and evaluation. The results of study show percentage 87.80% excelent category at feasibility test. Second, the main characteristic of development student worksheet is based on STEM (Science, Technology, Engineering, and Mathematics) based learning to improve science generic skills. Third, the result of study is in science generic skills at MA Nurus Sunnah Semarang the average percentage is 80% good category with small-scale and large-scale is at Al Fattah Terboyo High School Semarang the average percentage is 85.35% excelent category at skill upgrade, it is used by students of class X MIPA SMA/MA as a supporting learning resource in the learning process. Based on text above, it can be conclude that the student are able to understand about the learning as well

Collaborative partnership: helping adolescents to develop a STEM mindset

PurposeStudies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.Design/methodology/approachThe authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.FindingsThe pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).Research limitations/implicationsAdditional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.Practical implicationsThe school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.Social implicationsSuggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.Originality/valueThrough a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.