Science, Technology, Engineering And Mathematics Learning Research Articles

The Effect of Learning Science, Technology, Engineering, and Mathematics (STEM) on the Ability to Understand the Material Concepts of Lines and Angles

This research is motivated by the low ability to understand mathematical concepts of junior high school students. One effort to improve students' ability to understand mathematical concepts is to use a Science, Technology, Engineering and Mathematics (STEM) learning approach that encourages students to be able to open their mindsets in finding new knowledge, developing creativity, and making students active explorers by doing the mathematical activities directly with the facilities prepared by the teacher during the learning process. This research was conducted at SMP Negeri 21 Serang in 2021/2022 which aims to determine the effect of learning Science, Technology, Engineering and Mathematics (STEM) on the ability to understand mathematical concepts of junior high school students on line and angle material. The research method used in this study is a quasi-experimental design with the nonequivalent pretest-posttest control group type of design. This study involved two classes consisting of experimental and control classes. The sample of this study was class VII D, which consisted of 30 students as the experimental class and VII A, which consisted of 30 students as the control class. The experimental class applies the STEM learning approach and the control class applies conventional learning. The instrument used is in the form of a test description of the ability to understand mathematical concepts. The data from this study were analyzed using descriptive statistics and inferential statistics. Based on the results of the research that has been done, it can be concluded that the final achievement and improvement of students' ability to understand mathematical concepts using the STEM learning approach in learning mathematics is better than students using conventional learning. Thus, the Science, Technology, Engineering and Mathematics (STEM) learning approach can be applied to improve the ability to understand mathematical concepts of junior high school students.

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

Peer learning is a student-based learning process, where students help other students in their learning process. This self-study study is important to help students improve their understanding, especially in the context of STEM (Science, Technology, Engineering and Mathematics). Unfortunately, studies related to the implications of peer learning trends are not discussed much, especially in the context of STEM despite having many advantages. Thus, this study aims to analyze the trend of peer learning implications that are most often used through the highlights of previous studies and further develop a conceptual framework in the STEM teaching and learning process. Two databases namely SCOPUS and WOS were used in the screening of articles using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) which includes selection criteria, search strategy, data collection, selection process and data analysis for the articles obtained. This study uses systematic literature highlights (SLR) in producing a trend analysis of the implications of peer learning among students. SLR survey through the analysis of publication year trends, study country trends and related variable trends through the main phase which is planning, analyzing and reporting are phases in the SLR method. Findings show that the number of studies is increasing starting in 2018 until 2022. This shows that peer learning among students is increasingly considered important to be used as a variable in a study. The trend of country analysis shows that Finland is the country that conducts the most research on the implications of peer learning followed by Turkey and France. A total of 30 articles were identified in this 5-year period through the set criteria. The findings of the study show that the most dominant implication trend in peer learning is increased student involvement followed by improved communication skills and accelerated learning. The conceptual framework formed involves three main elements in this trend of implications, namely increasing student engagement, improving communication skills and accelerating learning. The idea behind this study is to improve the quality of teaching and learning in schools so that it can have a more positive effect in the effort to produce excellent students. Therefore, further research developed in the future is very necessary to examine whether the other two implication trends, namely building networks and gaining new perspectives can be included in the conceptual framework developed. Apart from that, further research can also be carried out to expand the concept of peer learning to other institutional contexts other than just focusing on schools and a review can be done on the definition of peer learning.

The Future of Science Teaching: Pre-Primary Teachers Knowledge of Educational Robotics in STEM Learning in Plateau State

Recent pedagogical paradigm shift in early childhood Science Technology, Engineering and Mathematics (STEM) suggest that there is an increasing interest on covering the gap of the missing ‘‘T’’ of technology and ‘‘E’’ of engineering in early childhood STEM curricula. A tangible innovation and play based hands – on minds – on way that children can engage with both T and E concepts of STEM during their foundational early childhood years is through robotics education. Educational robotics is the design aimed making children to advance their ability to think, design and build robots that perform a variety of task in a developmentally appropriate way. It also provides opportunities for play -based hands-on learning of technology and engineering to young children in a developmentally appropriate way. Despite the promise and use of educational robotics in early childhood curriculum. Little attention seems to have been placed on engaging the teachers and learners at the early childhood levels to benefit from this 21st century innovation. What are the level of teachers and educators knowledge, competence in enacting robotics as part of the early childhood curriculum in Nigeria? This study seeks to investigate this. The design used was the descriptive survey design. This design provided opportunity for respondents to express their knowledge about educational robotics. The population will consist of 150 in- service ECCE teachers at the Federal College of education Pankshin who enrolled in 2022 contact session. Intact population was used as sample. Data was collected using Robotics knowledge Questionnaire. The questionnaire sort six aspects of educational robotics knowledge by teachers: Awareness, knowledge familiarity and Application. Instrument was validated and reliability ascertained by expert in test and measurement. Findings indicate the pre-service teachers have low awareness, knowledge, familiarity and application of educational robotics and are not prepared to enact it in their STEM classroom. It was that concluded that teacher’s robotics knowledge was poor. It was recommended that massive professional development be implemented for teachers on play based use of educational robotics in STEM learning. It was concluded that the future of STEM learning in Nigeria will depend on a deployment of effective platform for robotics study through continuous professional development for teachers and educators how will be be3tter poised for attaining the SDGs in Nigeria.

Preparing All Girls to Change the World through STEMM

According to research, women are significantly underrepresented in the areas of Science, Technology, Engineering and Mathematics (STEM). The goal of this proposed model is to increase the number of females entering into STEM careers by providing mentoring, parental support, collaboration with external stakeholders, and engagement in a STEM learning environment. The model will identify twenty female students at the elementary/middle level that have shown a keen interest in STEM/STEAM/STEMM. These female students and their parents will embark on an experience that will engage them in STEM related experiences and opportunities throughout high school. With k-12 support, the hope is that the students will pursue STEM college degree(s) and enter a STEM/STEAM/STEMM profession.

EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS' STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING

As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students' learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education. Keywords: learning motivation, metacognition, STEM attitude, Structural Equation Modeling

Computational Thinking Development: Benefiting from Educational Robotics in STEM Teaching

<p style="text-align: justify;">The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual’s competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual’s problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.</p>

Why not become a STEM ambassador?

Why not become a STEM ambassador?

STEM INTEGRATED CHEMISTRY LEARNING EFFECTIVENESS (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) IN THE TIME OF COVID-19

Abstract. The purpose of this study was to determine the effectiveness of STEM (Science, Technology, Engineering, and Mathematics) integrated learning on the material of molecular form for Class X MA Al-Khoiriyah students. The research design used in this research is descriptive analysis. The stages of this research consist of 3 (three) stages, namely pre-research, testing the validation of research tools, and implementing STEM integrated learning. As for knowing the effectiveness is measured by indicators, namely the level of student learning completeness after integrated STEM learning activities and the resulting STEM products. From the analysis of the final test, it can be seen that of the ten students who were the research subjects, 80% had achieved completeness and the resulting STEM product was in the good category so it can be concluded that STEM integrated learning is effectively used in molecular geometry learning.
 
 Keywords: Effectiveness, STEM, Chemistry, Molecular geometry

Seen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM

ABSTRACT The experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.

Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills

In this study, the effects of science, technology, engineering and mathematics (STEM) focused Arduino practical activities on problem-solving and entrepreneurship skills were analysed using qualitative and quantitative methods. Also, the contribution of these activities to teacher candidates and their effects on the learning-teaching process were discussed by evaluating their views. The study group consisted of 31 final-year teacher candidates studying in the science teaching department of a university in Turkey. The quantitative findings reveal that STEM-focused Arduino practical activities have a positive effect on improving the problem-solving and entrepreneurship skills of teacher candidates. Their opinions also support these results. The teacher candidates stated that the practical activities contribute to their professional development, support the development of 21st-century skills such as problem-solving and creativity and positively affect the learning-teaching process. As a result, STEM-focused Arduino practical activities are of significance in terms of adopting an interdisciplinary approach to education following the requirements of the century and developing problem-solving, entrepreneurial and productive individuals. Implications for practice or policy: STEM educators should integrate Arduino into STEM education to increase STEM learning outcomes. STEM educators should attach importance to STEM-focused Arduino activities to develop students’ reflective thinking and entrepreneurial skills. Educators and researchers who want to use coding in STEM education may need to consider this article for example activities and implementation steps.

Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design

The importance of engaging and effective learning environments for science, technology, engineering and mathematics (STEM) has been internationally recognised. However, no comprehensive pedagogical frameworks exist that support STEM learning environment design. In this study, a pedagogical framework and principles for STEM learning environment design were created based on participatory focus groups involving 10–18-year-old students, teachers, school directors, parents, university students and STEM professionals. Representatives of key stakeholder groups in Belarus, Finland, Germany, Greece and Spain (total n = 132) were invited to focus group discussions in which their wishes related to the pedagogical framework were collected. A second focus group discussion session, engaging the same stakeholder groups (total n = 137), was implemented to validate the framework. A final review for the framework and its design principles was conducted in online focus group sessions, involving 20 experts in curriculum, STEM, educational policy and/or educational technology from all participant countries. The co-designed framework, which is strengthened by the research literature, entails the following design principle categories: (1) General principles, (2) Cross-curricular skills, (3) Ways of teaching and learning, (4) Socio-emotional aspects and (5) Educational compatibility. The design principles created in this study have been employed in developing a hybrid (virtual, physical, formal, non-formal and informal) STEM environment, but they can be employed in any (STEM) learning environment design. Instead of focusing on singular design principles, we recommend considering a wide range of different design principles in order to support multiple ways of teaching and learning and to develop both subject-related and cross-curricular competencies.

Study of ISLE-BASED STEM Approaches and Models in Its Use for Teacher Professionalism Development in Geometric Optical Case Studies

21st century learning emphasizes that information and knowledge are obtained together with good communication and cooperation among fellow students in building their knowledge. One of the appropriate learning models and approaches to be applied in accordance with 21st century learning is the Investigative Science Learning Environment (ISLE) combined with Science, Technology, Engineering and Mathematics (STEM). This study uses the Research and development (R & D) method with the ADDIE (Analysis-Design-Develop-Implement-Evaluate) model. The product developed in this study is ISLE-based STEM learning media in the form of Student Worksheets on Geometry Optics material and the relationship between ISLE-based STEM learning and Teacher Professionalism Development is reviewed

Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis

Improving young people’s engagement in science, technology, engineering and mathematics (STEM) is being promoted worldwide as a means of addressing projected shortfalls in expertise needed to further nations’ economic, social and environmental goals. Responding to this, schools are reforming traditional discipline-based curricula into interdisciplinary approaches based on problem and project-based designs, to make STEM learning more relevant and meaningful for students. This study drew on a dataset of 449 Australian principal and teacher interviews, to identify factors influencing STEM curriculum in their schools. It utilised Ecological Systems Theory to build understanding relating to the influence of activities and outputs originating at macro, exo and meso system levels, on STEM curriculum and practices in classrooms. Results demonstrated how many innovative schools were able to successfully leverage community, business and national resources to enhance their STEM curriculum, while others struggled due to limitations imposed by geographic or socio-economic factors, or limited access to resources, expertise or advice. Central to achieving this was the powerful influence of principals’ and teachers’ proximal processes and developmental assets in establishing effective and engaging interdisciplinary STEM curricula, despite constraints imposed by, at best, ambiguous national and state curriculum and policies, rigid assessment regimes and compliance-focused reporting requirements.

Building STEM Inquiry-Based Teaching Proposal Through Collaborations Between Schools and Research Centres: Students’ and Teachers’ Perceptions

<p style="text-align: justify;">This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists, scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.</p>

A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities

ABSTRACT STEM (Science, Technology, Engineering, and Mathematics) education is attracting increasing attention, but how to improve students’ STEM learning achievement is still a big challenge. In the process of learning, students actively set learning goals, organize learning content, set learning standards, and independently adapt learning strategies and monitoring measures in order to achieve their own learning goals and to help them learn STEM knowledge and skills. Concept mapping is considered to be an effective visualized knowledge organizing tool that helps students to manage and organize their knowledge systematically and visually. This study proposes a concept mapping-based self-regulated learning approach. A quasi-experiment was conducted using a concept mapping-based self-regulated learning system in order to evaluate the effectiveness of the approach. The experimental results show that the proposed approach significantly improved students’ STEM skills, but not their STEM knowledge compared to the conventional self-regulated learning approach. The proposed learning approach helped to improve students’ self-regulation compared to the conventional self-regulation learning approach. In short, the concept mapping-based self-regulation learning approach enhances students’ self-efficacy and self-regulation, which in turn helps students to learn STEM skills effectively.

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning

While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11–14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice.

Responding to the climate crisis – taking action on the IPCC 6th Assessment Report

Responding to the climate crisis – taking action on the <scp>IPCC</scp> 6th <scp>Assessment Report</scp>

An Innovative Multi-Layer Gamification Framework for Improved STEM Learning Experience

Lately, gamification (i.e., employing game-design elements and game principles in non-game contexts) has gained massive popularity and widespread usage in various areas, including education. However, gamification deployment in education in general and remote education in particular still faces many challenges that mainly influence user quality of experience. These challenges include lack of dedicated communication-based systems, potential additional load on teachers, absence of customization and personalization for users, and no support for advanced technology-enhanced learning (TEL). This paper investigates the use of gamification for networked delivery of science, technology, engineering and mathematics (STEM) subjects. It proposes an innovative gamification framework, the NEWTON-enhanced gamification model (N-EGM), which was designed as part of the European Horizon 2020 project NEWTON. The paper also describes the proposed N-EGM model deployment in the gamification engine of a real learning management system and its associated communication and networking solution. The communication support provides easy-to-use gamification configuration functionality and efficient data collection and processing in a heterogeneous technology context. Finally, the paper evaluates the proposed N-EGM model as part of a NEWTON project pilot deployed in a Romanian school. The results demonstrate the effectiveness of the proposed gamification solution in improving both students&#x2019; learning experience and their engagement, while also increasing student knowledge gain.

STUDY OF STEM LEARNING APPROACH WITH PJBL MODEL IN HONING CREATIVE THINKING SKILLS

STEM (Science, Technology, Engineering, and Mathematics) is an interdisciplinary approach that studies academic concepts related to the real world. The principles of Science, Technology, Engineering and Mathematics are essential for connecting schools, communities, work and the global world. These principles can be implemented into a project-based learning model (PjBL) in the form of measurable learning steps. The PjBl model is believed to be able to develop students' thinking skills, develop students' creativity, and encourage students to work together in teams. The purpose of writing this article is to describe and provide an overview of several things related to STEMas an approach that can integrate knowledge, technology, techniques and mathematics as well as the implementation design of the STEM learning approach with the PjBL model to improve students' mathematical creative thinking in learning mathematics. In this study, the author uses the type/approach of research in the form of library research. The results of the study show that the STEM approach with the PjBL model students can be trained to create learning based on problems of everyday life so that they can train students in applying the knowledge learned in school with phenomena that occur in the real world. The PjBL model is also able to provide early research experience through project work concepts that are built on the products produced.

PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.