STEM Courses Research Articles

AN INTEGRATION OF TRADITIONAL ECOLOGICAL KNOWLEDGE AND CASE-BASED LEARNING IN STEM COURSE: ITS CORRELATION TO TEACHER STUDENTS’ ABILITY IN DESIGNING WORKSHEET

The integration of science and local knowledge is still rarely found in the learning media used in lectures. This has an impact on the lack of meaningful learning and students' ability to create student worksheets. This study applied a case-based learning strategy integrated with traditional ecological knowledge to evaluate the ability of prospective teacher students to design student worksheets, so this study aimed to determine the correlation between the two variables. The sample for this study was 73 prospective science teacher students who programmed the STEM course. The study used a one-shoot case design and the results showed that (1) students' ability to design TEK-based worksheets increased from meeting 1 to meeting 3 after the implementation of the CBL strategy, and (2) there was a positive and strong relationship between the implementation of the CBL strategy and the ability of students to design TEK-based worksheets. So, the CBL strategy is appropriate to use in STEM lectures to improve students' ability to design worksheets.

More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes

IntroductionEvidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established.MethodsIn this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes.ResultsClass and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently.DiscussionThe results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses.

Media Communication and Cultural Influence in Chinese Malaysian Students’ Career Choice in STEM

There has been a decline of Malaysian students pursuing STEM courses over the past few decades. The democratisation of higher education since the 1980s has seen intense advertising of higher education in local media, which plays a role in shaping students’ career choices. Applying Stuart Hall’s theory of Circuit of Culture, a study deploying advertisements, and a survey with intensive interviews has been conducted to understand media and cultural influences on STEM career choice of Chinese Malaysians. Several factors, including media stereotyping nature of jobs of STEM as laboratory-based and practical activities, lack of curation of distinct images and role models in many STEM careers, lack of experiential exposure in daily social settings, fragmentised science communications, and disconnect of Chinese Malaysians from mainstream national development could have contributed to this decline. The study found that there is no distinct dislike towards STEM by Chinese Malaysians. Rather, for them, there are a wide range of careers beyond STEM, with non-STEM careers appearing to be more attractive in terms of career prospects. Alternative discourses and narratives for STEM careers with reimaging of nature of jobs for STEM careers to reconstruct perception towards STEM via the media and science communications could enhance the attractiveness of STEM careers. Additionally, a multi-disciplinary approach to higher education and promotion of specific STEM careers based on market needs could bring STEM closer to students.

Improving engineering students' understanding of classical physics through visuo-haptic simulations.

Introduction: The teaching process plays a crucial role in the training of professionals. Traditional classroom-based teaching methods, while foundational, often struggle to effectively motivate students. The integration of interactive learning experiences, such as visuo-haptic simulators, presents an opportunity to enhance both student engagement and comprehension. Methods: In this study, three simulators were developed to explore the impact of visuo-haptic simulations on engineering students' engagement and their perceptions of learning basic physics concepts. The study used an adapted end-user computing satisfaction questionnaire to assess students' experiences and perceptions of the simulators' usability and its utility in learning. Results: Feedback from participants suggests a positive reception towards the use of visuo-haptic simulators, highlighting their usefulness in improving the understanding of complex physics principles. Discussion: Results suggest that incorporating visuo-haptic simulations into educational contexts may offer significant benefits, particularly in STEM courses, where traditional methods may be limited. The positive responses from participants underscore the potential of computer simulations to innovate pedagogical strategies. Future research will focus on assessing the effectiveness of these simulators in enhancing students' learning and understanding of these concepts in higher-education physics courses.

Individual differences in emerging adults’ spatial abilities: What role do affective factors play?

Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one’s confidence and anxiety. However, research is lacking on whether affective variables such as confidence and anxiety relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported spatial confidence, spatial anxiety, and general anxiety on MRT and PTSOT. Spatial confidence, after controlling for effects of general anxiety and biological sex, was significantly related to performance on both the MRT and PTSOT. Spatial anxiety, after controlling for effects of general anxiety and biological sex, was not related to either PTSOT or MRT scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.

Designing effective STEM courses: a mixed-methods study of the impact of a STEM education course on teachers’ self-efficacy and course experiences

Science, technology, engineering, and mathematics (STEM) fields play a critical role in the advancement of society and are expected to grow rapidly in the coming years. This study examines the development of a STEM education course and its impact on teachers’ self-efficacy and course experiences. The study involves a mixed-methods approach, using survey and course assignment results gathered from 52 mathematics master’s degree candidates who took an online STEM education course. Teachers’ self-efficacy, STEM knowledge, reflections from reading materials, and lesson plans were quantitatively analyzed while content analyses was employed for the teachers’ opinions on the role of each STEM subject and overall course evaluation. Results showed a significant increase in teachers’ self-efficacy in teaching STEM subjects after completing the course. Additionally, teachers reported positive experiences related to course content, activities, and assignments. The study provides insights into the design and implementation of effective STEM courses and provides practical implications for designing operative STEM courses.

Viewing tailored nudges is correlated with improved mastery‐based assessment scores

AbstractMastery‐based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two‐part series of nudges designed to improve students' engagement with and performance on mastery‐based assignments in high‐enrollment, introductory undergraduate courses. Students received one or two email‐based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research‐intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two‐part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision‐making within mastery‐based assignment schemes and suggest future research for tailored nudges to support student success. Practitioner notesWhat is already known about this topic Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited. Mastery‐based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty. What this paper adds This study assesses the effectiveness of personalized nudges in the context of mastery‐based grading in undergraduate STEM courses. We examined the efficacy of viewing versus not viewing nudges in the real learning settings of three STEM courses enrolling more than 5000 students. We found the nudges to be effective overall, correlated with improvements of approximately 3% in students' assignment scores and most impactful for students with the lowest average academic performance. Implications for practice and/or policy Nudging by email or text message has a low overhead cost and yet may provide materially significant gains in students' assessment scores. Nudges can be effectively targeted to specific subsets of students and tailored based on students' prior and concurrent learning analytics data.

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students’ learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students’ lived experiences in making connections to STEM. The study reveals the nature of students’ self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students’ self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects.

A creative solution to simple experiments in the subject of technology within the STEM concept

Teaching with the STEM concept represents education that uses the connection of science, technology, mathematics, engineering, and the natural sciences. The “STEMkey” project, whose solutions are members of the KTIT PF UKF in Nitra, contributes to modernising STEM teacher education in Europe and strengthens teachers' professional development. It supports the development of better quality and more attractive STEM courses for students motivated to teach about individual STEM subjects and how they can use them to solve problems arising from simple experiments. The article describes an activity prepared for the summer school in Lisbon by researchers from Nitra. In a prepared task, it was necessary to solve the pumping of polluted water, controlled by the BBC microcontroller, into a sand filter. Students and future teachers from several European universities participated in the summer school. The prepared activities aimed at developing student teachers' abilities to apply the concept of STEM education in the educational process.

Using simulations to meld didactic and constructivist teaching methods in complex second year STEM courses

ABSTRACT This paper explores the effective development and use of interactive simulations as a learning tool, integrating didactic and active approaches with complex laboratory and lecture content in undergraduate biochemistry and immunology courses. University science courses require students to master vast quantities of foundational knowledge that is commonly taught using didactic approaches. Over time, students are required to become more active and teaching approaches become more student-centred, extending students’ application of knowledge, critical thinking, and creativity which relies on a student’s ability to recall knowledge. Identifying the right timing and means for shifting from didactic approaches toward an active approach is critical for maintaining student interest and extending their learning. Active learning can transform the perception of a given subject, phenomenon, or experience, allowing students to engage meaningfully and deeply with critical and complex ideas. This paper demonstrates how active approaches to learning through simulations have been effectively used to reinforce threshold concepts in laboratory and lecture settings and the impact on student learning is discussed.

Abstract 1326 Building Community within Peer Mentoring Teams to Support Student Learning and Belonging in Large-Enrollment Introductory STEM Courses

Abstract 1326 Building Community within Peer Mentoring Teams to Support Student Learning and Belonging in Large-Enrollment Introductory STEM Courses

Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities

BackgroundLarge introductory lecture courses are frequently post-secondary students’ first formal interaction with science, technology, engineering, and mathematics (STEM) disciplines. Grade outcomes in these courses are often disparate across student populations, which, in turn, has implications for student retention. This study positions such disparities as a manifestation of systemic inequities along the dimensions of sex, race/ethnicity, income, and first-generation status and investigates the extent to which they are similar across peer institutions.ResultsWe examined grade outcomes in a selected set of early STEM courses across six large, public, research-intensive universities in the United States over ten years. In this sample of more than 200,000 STEM course enrollments, we find that course grade benefits increase significantly with the number of systemic advantages students possess at all six institutions. The observed trends in academic outcomes versus advantage are strikingly similar across universities despite the fact that we did not control for differences in grading practices, contexts, and instructor and student populations. The findings are concerning given that these courses are often students’ first post-secondary STEM experiences.ConclusionsSTEM course grades are typically lower than those in other disciplines; students taking them often pay grade penalties. The systemic advantages some student groups experience are correlated with significant reductions in these grade penalties at all six institutions. The consistency of these findings across institutions and courses supports the claim that inequities in STEM education are a systemic problem, driven by factors that go beyond specific courses or individual institutions. Our work provides a basis for the exploration of contexts where inequities are exacerbated or reduced and can be used to advocate for structural change within STEM education. To cultivate more equitable learning environments, we must reckon with how pervasive structural barriers in STEM courses negatively shape the experiences of marginalized students.

Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

BackgroundIt is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we identified 16 departments where multiple instructors reported using high levels of active learning in their introductory chemistry, mathematics, or physics courses. We conducted interviews with 27 instructors in these 16 departments to better understand the characteristics of such departments.ResultsUsing grounded theory methodology, we developed a model that highlights relevant characteristics of departments with high use of active learning instruction in their introductory courses. According to this model, there are four main, interconnected characteristics of such departments: motivated people, knowledge about active learning, opportunities, and cultures and structures that support active learning. These departments have one or more people who are motivated to promote the use of active learning. These motivated people have knowledge about active learning as well as access to opportunities to promote the use of active learning. Finally, these departments have cultures and structures that support the use of active learning. In these departments, there is a positive feedback loop that works iteratively over time, where motivated people shape cultures/structures and these cultures/structures in turn increase the number and level of commitment of the motivated people. A second positive feedback loop was found between the positive outcome of using active learning instruction and the strengthening of cultures/structures supportive of active learning.ConclusionsAccording to the model, there are two main take-away messages for those interested in promoting the use of active learning. The first is that all four components of the model are important. A weak or missing component may limit the desired outcome. The second is that desired outcomes are obtained and strengthened over time through two positive feedback loops. Thus, there is a temporal aspect to change. In all of the departments that were part of our study, the changes took at minimum several years to enact. While our model was developed using only high-use of active learning departments and future work is needed to develop the model into a full change theory, our results do suggest that change efforts may be made more effective by increasing the robustness of the four components and the connections between them.

ELSE: A Novel Framework for Academically Weak Students in STEM Courses

ELSE: A Novel Framework for Academically Weak Students in STEM Courses

Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?

BackgroundUndergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses.ResultsSignificant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear.ConclusionsAlthough we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.

Correlates gender traits and mindset on the choice of physics subject at high school in Kenya

<span lang="EN-US">Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS.</span>

Young Students’ Aesthetic Literacy and Online Usage During COVID-19 in Taiwan

Digital learning has been prevalent in both pre- and during the COVID-19 pandemic. Research suggests that mental health problems in young people have been exacerbated by COVID-19, possibly related to a lack of social connection. Young people spend more time on using the internet for either study or connecting with their peers. The United Nations Organization for Economic Cooperation and Development (OECD) proposed the “OECD Future of Education and Skills 2030 project”, which directly addresses the unpredictable situation with the future trend. Students not only need to develop knowledge and skills, but also develop attitudes and values. Creating new value requires critical thinking and creativity to find different solutions to problems and collaborate with others to find solutions to complex problems. STEAM (Science, Technology, Engineering, Arts, Math) education action has been valued. In 2011, President Obama proposed the importance of innovation, technology, and education and issued “A blueprint for reform: The reauthorization of the elementary and secondary education act.” Inter order to promote STEM courses, US$3.1 billion had been invested in 2014. STEM is the 4-letter abbreviation of Science, Technology, Engineering and Math, which is an emerging educational issue that combines the four professional fields of science, technology, engineering and mathematics. The Rhode Island School of Design in the United States launched the “from STEM to STEAM” movement, which gradually spread among the private sector, local governments and education in various countries. Scholar in Hong Kong reviewed existing literature on STEAM courses and summarized two views on A: 1. ART = visible beauty, 2. ART = design thinking. Researchers and experts with art and communication media backgrounds believe that the most effective entry point for STEAM is to combine technology, science and art from the perspective of design. In the process of solving problems, design gives a clear purpose to the integration of art, technology, and science. Problem-solving is the commonality between STEM and ARTS that are closely connected. The problem-solving of STEM is based on practicality, while that of ARTS is based on creativity. The ability of expression is the main focus. The Curriculum Guidelines of 12 Year Basic Education in Taiwan emphasize literacy-oriented teaching and cultivates students’ knowledge, abilities, and attitudes through 12 years of national education. One of the core competencies is “artistic literacy and aesthetic literacy,” which is an important part of “communication and interaction.” However, most parents expect children to study further education. The teaching time of art-related courses or education are often borrowed from those of mathematics, science, and Chinese classes, which invisibly deprives young students of the opportunity to live an aesthetic life.

Developing an observation protocol for online STEM courses.

The use of online instruction for undergraduate STEM courses is growing rapidly. While researchers and practitioners have access to validated instruments for studying the practice of teaching in face-to-face classrooms, analogous tools do not yet exist for online instruction. These tools are needed for quality design and control purposes. To meet this need, this project developed an observational protocol that can be used to collect non-evaluative data for the description, study, and improvement of online, undergraduate STEM courses. The development of this instrument used a sequential exploratory mixed methods approach to the research, design, pilot-testing, refinement and implementation of the protocol. Pairs of researchers tested the final version of this instrument, observing completed online undergraduate STEM courses. Across 2,394 pairs of observations, the observers recorded the same indication (yes or no to the presence of some course element) 1,853 times for an agreement rate of 77.4%, falling above the 75% threshold for an acceptable level of agreement. There was a wide range in the inter-rater reliability rates among items and further revisions were made to the instrument. This foundational work-in-progress instrument should be further developed and used by practitioners who are interested in learning about and reflecting on their online teaching practice.

High-Impact Teaching Practices in Higher Education: Understanding Barriers, Concerns, and Obstacles to Their Adoption

This research explores the barriers, concerns, and obstacles undergraduate STEM educators face when implementing high-impact teaching practices (HIPs), the application of which may improve student learning outcomes. Because our study took place during the COVID-19 pandemic, our results also shed light on the unique challenges of utilizing HIPs in asynchronous online-learning environments. Thirteen undergraduate instructors were interviewed about their current teaching practices in order to identify barriers to or support for adopting HIPs. Data collected through semi-structured interviews revealed administrative and financial restraints as barriers to effective teaching which have been found in previous research. A number of new and unique obstacles emerged out of teaching remotely or online during the pandemic, including a heightened concern over the instructor’s ability to connect with students and engage in the best teaching practices. This research extends our current understanding of barriers and concerns about adopting HIPs in undergraduate STEM courses because of the unique perceived threats that emerged during the pandemic. We identify strategies to equip faculty with the support they need to provide equitable learning experiences, including access to consultants who support curriculum development and implementation in the classroom, ongoing educational coaching, and increased access to professional-development opportunities and a community of inquiry to discuss teaching strategies.

Incorporating art into a biology course: a student-curated art exhibition about COVID-19.

Incorporating art into science, technology, engineering, and mathematics (STEM) courses can be an effective way to help students understand scientific concepts and think about those concepts more holistically. Additionally, art can be used to inform the public about scientific issues. To explore this topic more fully, we developed an assignment for an upper-level biology course in which students curated an art exhibition focused on the 2019 coronavirus disease, COVID-19. Working in pairs, students identified pieces of art in the College's permanent collection that they felt related to some aspect of the pandemic. Each pair wrote a short curator's statement and a more traditional academic essay. The works of art and the curator's statements were displayed on campus. Visitors to the exhibition were invited to complete a short survey about the exhibition and its relevance to COVID-19. Anecdotal evidence suggests that the students enjoyed and valued the assignment. Limited data from visitors to the exhibition show that they thought the art helped them think more deeply about the pandemic. Based on these results, we conclude that the development of art exhibitions in STEM courses can benefit the students and the public.