STEM Project-Based Learning Research Articles

INTEGRATED STEM EDUCATION BY COMBINING PROJECT-BASED LEARNING WITH THE BSCS 5E INSTRUCTIONAL MODEL IN CHEMISTRY SUBJECT FOR THE GRADE 12

STEM education is not a new pedagogical approach in the world, but it would be a new approach in Vietnamese education where students are familiar with learning separated disciplines to acquire academic knowledge in class. To better prepare students about knowledge and skills to adapt to the 4th Industrial Revolution requirements, integrated education of four disciplines, including Science, Technology, Engineering, and Mathematics (STEM), has been promoted in high schools in Vietnam. In the general education program, Chemistry is a subject in the natural sciences group at the high school level (Grade 10, 11 and 12). Chemistry helps students acquire core knowledge about chemistry and apply this knowledge to life. This article aims to clarify the concept, instructional models of integrated STEM education and Project-Based Learning (PBL) - one of the teaching methods commonly applied in integrated STEM education to stimulate students to learn actively and experientially. On the other hand, a combined PBL with the BSCS 5E instructional model to deploy integrated STEM education in a STEM learning project named “Zero waste” of Chemistry 12 is also thoroughly analyzed. Quantitative and qualitative findings on the development of STEM skills of 352 students participating in the “Zero Waste” project in the three-school year at Dao Son Tay high school in Thu Duc City, Vietnam, reveal that their STEM skills were developed. Some minor recommendations on effectively organizing integrated STEM education in Chemistry 12 will be proposed.

Effectiveness of E - Module Implementation Using STEM Project-Based Learning on Statistics Materials

The purpose of this study was to determine the effectiveness of implementing e-modules based on STEM Project-based learning on statistical material. This research is qualitative and quantitative. The types of data in this study are qualitative and quantitative data. Qualitative data is generated from the input and suggestions of teachers (learning experts) and respondents. Quantitative data in the form of scores from the questionnaire and test results done by students. The instruments used in this study were e-modules based on STEM Project-Based Learning, tests, and questionnaires. The subjects of this study were students of class VIII SMP Al Inayah. Based on the results of the study, it was found that: 1). Assessment of effectiveness based on the results of test scores obtained by students during limited field trials (small groups) showed that students' completeness scores were 80% reaching a score of 75 or above the KKM (Minimum Completeness Criteria). This percentage is located on a criterion scale of 80% < 𝑋̅ ≤ 100%, so the test results show that the e-module developed is in the "very effective" category. 2). Assessment of effectiveness based on the results of test scores obtained by students during large field trials (large groups) showed that the student's completeness score was 90% reaching a score of 75 or above the KKM (Minimum Completeness Criteria). This percentage is located on a criterion scale of 80% < 𝑋̅ ≤ 100% so the test results show that the e-module based on STEM Project Based Learning developed is in the "very effective" category. The difference between this study and previous research is that this research focuses on the effectiveness of implementing the STEM Project Based Learning e-module on junior high school statistics which discusses data distribution, average value, median, mode, and distribution of data to conclude, make decisions, and make predictions. The e-module contains exercises that help students think creatively and implement material on real-life projects and their relationship to the STEM

Teamwork skills assessment for STEM Project-Based Learnig

This study developed an instrument for assessing undergraduate students’ teamwork skills in designing and creating team product in the context of science, technology, engineering, and mathematics (STEM) learning. The development stage follows the stages of the R & D method developed by Barg and Gall. Teamwork skills instrument that has been declared valid qualitatively and quantitively as well as are implemented in STEM project-based learning using one shot-case study design in three different courses. The teamwork skills are measured based on self-assessments, peer-assessment, and facilitator evaluations. The scores obtained from three sources of assessment are analyzed, using descriptive statistics and ANOVA. The results show that the teamwork skill instrument is valid and reliable to measure the students’ collaborative skills in the STEM Project. In addition, the results of the three assessments showed that The STEM project-based learning is effectively able to train students' teamwork skills

Assessment Instruments of STEM Project-Based Learning on Statistical Materials

Most students do not have the skills to use information, so the information is less applicable in everyday life, and can even hurt students. This is a challenge for teachers in this era. One of the learning models that can be used to face challenges in the era of the industrial revolution 4.0 is Project-Based Learning. Therefore the purpose of this study was to analyse the feasibility, practicality, and effectiveness of the STEM project-based learning assessment instrument. The research development model used in this research is ADDIE model. The subjects of this research are two class of junior high school namely class VIII A and class VIII B which will be doing a broad field test. The data collected consists of two kinds, Qualitative and Quantitative. The data collection instrument to be carried out is divided into three category including, 1) product feasibility assessment instrument, 2) product practicality instrument 3) product effectiveness instrument. The result concluded that the STEM Project Based Learning-based learning assessment instrument developed by the researcher was declared "very feasible" category. The STEM project based learning assessment instrument developed by the researcher included in the "Very Practical" category and the large group test questionnaire score for 27 students of class VIIIB were included in the "Very Practical" category. The STEM Project-Based Learning assessment instrument developed by the researchers obtained the results of small group trials including in the "Very Effective" category.

Validation and Testing of STEM Project-Based Virtual Learning Modules to Improve Higher-Level Thinking Skills

<em>The research objective was to develop a STEM project-based virtual learning module to improve students' higher-level thinking abilities. This research is a Research and Development research by following the steps of the EDDIE model (Analysis, Design, Develop, Implementation and Evaluation). The Analysis stage is an analysis of the initial study on the need for the development of STEM-based Virtual Learning Media. This stage is carried out through survey research. The Design stage is the stage of designing Virtual STEM learning, designing the form of the technology, placing HOT elements, STEM project design, manufacturing techniques, and calculating the size and aesthetics of the media. The Develop stage, making the media into media is declared valid according to the validator, where the validator consists of 2 material experts, 3 media experts, 2 pedagogical experts, and 2 teachers. The Implementation phase is the module testing stage for students. The results obtained were that the project-based STEM virtual learning module was valid with an average assessment score of more than 3. And the results of the module trial on students showed that this module had been declared interesting, useful, and easy to use. The next stage is a project-based virtual STEM module that can be tested through experimental research</em>

Exploring K-3 Educator Perspectives on STEM Learning

Science, technology, engineering, and mathematics (STEM) instruction has become a priority b across the globe in recent years. Elementary educators are seeking ways to integrate STEM in all areas of learning. However, research indicates that most elementary teachers grapple with identifying and using appropriate STEM tools and instructional strategies that teach STEM as an integrated subject. This paper reports on an exploratory study examining the experiences of K-3 teachers (n=26) who contributed to the development of a summer STEM institute. It also examines in greater detail the perceptions of twelve of those participants who participated in the professional development institute. The study used quantitative and qualitative approaches to collect and analyze data. Findings indicate that teachers appreciate the use of inexpensive STEM tools and that they recognize the potential that an integrated STEM project-based learning approach has for young students. Implications for teacher education and professional development are offered along with recommendations for future research.

Pre-Service STEM Teachers and Their Enactment of Community-STEM-Project Based Learning (C-STEM-PBL)

Effective K-12 STEM teachers are essential to the critical analysis of real-world issues and can contribute to the democratization of our society. Thus, we engage pre-service math and science teachers in community￾focused STEM project-based learning (C-STEM-PBL) so they can integrate community assets, voices, and needs into their pedagogical practice. In this context, pre-service STEM teachers engage K-12 students by connecting STEM-related issues to their personal and community experiences. Further, this place-based, high context approach creates opportunities for critical analysis; so, students might push against the injustices that affect the community. This model presents access to the third space of teacher development, one with the potential to engage urban situated STEM teachers in the community.

Promoting Student's Problem-Solving Skills through STEM Project-Based Learning in Earth Layer and Disasters Topic

Located in the Pacific Ring of Fire, Indonesia is endangered by natural disasters. Through the changing of learning activity in a proper way by the application of STEM Project-Based Learning, future generations are expected to develop the knowledge and thinking skill to solve the problem. Therefore, this study aimed to investigate implementing STEM Project-Based Learning on student's Problem-Solving Skills. This research used a Pre-Experiment method with a One-Group Pretest-Posttest design and essay questions as data collection tools. In this research, 30 7th-grade students at one school in Bandung, Indonesia, were chosen as the participants. The data analysis showed significant improvement between student's Problem-Solving skills pretest and post-test (N-Gain=0.73). In addition, Idea-Finding is the most significant improvement during the Fact-Finding on the lowest. Based on the result, STEM Project-Based Learning is recommended to improve students' Problem-Solving Skills since they can use their integrated knowledge to solve a real-world problem.

Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n = 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women's performance and retention in STEM-based areas.

STEM project-based learning on student’s STEM literacy: the case of teaching earth layer and disaster

During this COVID-19 pandemic, Indonesia also threatened with natural disasters since it is located on the Pacific Ring of Fire. Therefore, future generations should be prepared to have STEM Literacy related to solve a real-world problem using their integrated science with technology, engineering, and mathematical knowledge. The aim of this study is to investigate the effect of STEM project-based learning on students’ STEM literacy in the earth layer and disaster topic. The research approach used was a pre-experiment method with one group pretest and posttest design. The instrument is multiple-choice questions. The population of this study is 7th grade student in Junior High School in Bandung, and the sample consists of 30 students chosen by convenience sampling technique. The result of normalized gain showed that there is an improvement of student‘s STEM Literacy by 0.47 categorized as a medium improvement. Technology literacy was the highest improvement, while science literacy, engineering literacy, and mathematical literacy gained medium improvement. STEM Project-Based Learning approach is recommended to improve students’ STEM literacy during this pandemic that needs to carried by online learning.

The influence of STEM project-based learning on students’ motivation in heat transfer learning

Different types of skills are required to be able to remain competitive in 21st-century global developments, particularly in science, technology, engineering, and mathematics fields. The purpose of this study was to investigate the influence of STEM project-based learning on students’ motivation in learning heart transfer. The pre-experimental method with one group pre-test post-test design was implemented. The sampling technique used in this study was convenience sampling. The samples of this study consist of 26 students who come from two different schools in 7th grade. Student’s motivation is measured using the SMTSL questionnaire, and the data result analyzed using SPSS software. The result of this study showed that the implementation of STEM project-based learning gives an improvement in students’ motivation significantly. Although N-gain values are 0.06, which categorized as low levels, the statistical test shows that there is a significant difference before and after the implementation of STEM project-based. According to this research, STEM project-based learning can be an alternative strategy to improve students’ motivation towards science learning.

When I Believe, I Can: Success STEMs from My Perceptions.

The increasing concern in North America regarding the workforce’s ability to maintain a competitive position in the global economy has led to an increased interest in effective science, technology, engineering, and mathematics (STEM) education. The purpose of this study was to investigate the effect of engaging in STEM project-based learning (PBL) activities on students’ mathematical problem-solving beliefs (PSB) and their perceptions towards SEM subjects and STEM careers. The data were collected using mathematical problem-solving belief and STEM semantics surveys. Participants (n = 68) were secondary students who participated in a STEM summer camp in which STEM PBL activities were utilized. Data were analyzed using descriptive statistics, paired-sample t tests, 95% confidence intervals, Cohen’s d effect sizes, and linear regression. Results showed that students increased their mathematical PSB (p < .001, d = .50) and perceptions towards science (p < .001, d = .68), engineering (p = .002, d = .56), mathematics (p = .015, d = .42), and STEM careers (p < .001, d = .86). Additionally, the linear regression analysis revealed that students’ mathematical PSB predicted their STEM career perceptions positively and statistically significantly (p < .05). These results support providing students with STEM PBL activities to increase their PSB and perceptions towards SEM subjects and STEM careers. Educators should utilize the results to provide opportunities for students to experience STEM PBL activities.

Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers\u2019 engineering design thinking

BackgroundThis study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineering design process into science, technology, engineering, and mathematics (STEM) project-based learning to develop preservice technology teachers’ cognitive structures for engineering design thinking.ResultsThe study employed a quasi-experimental design, and twenty-eight preservice technology teachers participated in the teaching experiment. The flow-map method and metalistening technique were utilized to enable preservice technology teachers to create flow maps of engineering design, and a chi-square test was employed to analyze the data. The results suggest that (1) applying the engineering design process to STEM project-based learning is beneficial for developing preservice technology teachers’ schema of design thinking, especially with respect to clarifying the problem, generating ideas, modeling, and feasibility analysis, and (2) it is important to encourage teachers to further explore the systematic concepts of engineering design thinking and expand their abilities by merging the engineering design process into STEM project-based learning.ConclusionsThe findings of this study provide initial evidence on the effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. However, further work should focus on exploring how to overcome the weaknesses of preservice technology teachers’ engineering design thinking by adding a few elements of engineering design thinking pedagogy, e.g., designing learning activities that are relevant to real life.

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education

Developing and Validating a Scale of STEM Project-Based Learning Experience

This study developed and validated a scale of STEM project-based learning (PBL) experience, which comprises four dimensions: scientific inquiry, technological application, engineering design, and mathematical processing. The participants were 727 primary higher graders. Both within-network and between-network approaches were adopted to analyze the construct validation of the scale. The within-network analyses revealed good internal consistency reliability. The four-dimensional structure of STEM-PBL experience was supported by the confirmatory factor analysis. Multi-group confirmatory factor analyses showed that the four-dimensional structure was consistent across students of different genders and grades. The between-network analyses generated significant correlations of the four dimensions of STEM-PBL experience with students’ interest in learning STEM, utilitarian motives for learning STEM, and STEM career aspiration. This scale can be used in future research to probe how different components of STEM-PBL are related to the cognitive and affective development of students, which will in turn help teachers to make evidence-based decisions when they design STEM-PBL for different objectives.

STEM at Home: Provide Scientific Activities for Students during the Covid-19 Pandemic

The various barriers to learning science using online system during the Covid-19 pandemic, do not make us as a science educators, silent. One way to keep students able to carry out scientific activities is to provide scientific projects that students can work on in their own homes. The assignment can be delivered online and teachers’ feedback can also be given online using the learning management system. This study is the phase analysis of developing Module and Kits of STEM Project at Home that can be used in online science learning bay teachers and students. The results of this needs analysis phase serve as recommendations for the next stage of research. The final result of this development research is the availability of STEM at Home Project Modules and Kits that are valid and practical for students to use in learning science during the Covid-19 pandemic or New Normal era. A total of 340 respondents consisting of grade 1, 2, and 3 junior high school students in several schools in Riau Province, Indonesia, have participated in filling out the online questionnaires. This needs analysis shows that there is a great chance that STEM project-based science learning can be carried out online by students.

آموزش پروژه محور راهبردی موثر در آموزش فیزیک (Project-Based Learning: An Effective Strategy in Teaching Physics)

Persian Abstract: هدف از این تحقیق بررسی نقش آموزش پروژه محور در آموزش فیزیک است. برای رسیدن بهه ا یه ن ههدف، از 2017- بین جامعه آماری که شامل دانش آموزان کلاس دهمی که در کشور مالزی در سها تح ه یلی 2016 95-94 ( مشغو تح یل بودند، 107 دانش آموز ) 50 نفهر رهروه آزمها یش و 57 نفهر رهروه رهواه( ب هور ( ت ادفی انتخاب شدند. در این تحقیق از روش شناسی نیمهه تجربه ی بها رهرپ په یش آزمهون و پهآ آزمهون استفاده شده است. برای تجزیه و تحلیل داده های جمع آوری شده از آمار توصیفی و استنباری ماننهد تحل یه ل استفاده شهده اسهت. نتهای پهژوهش کهاکی از آن اسهت کهه در )MANCOVA( چند متغیره کوواریانآ مقایسه با روش تدریآ معمولی، آموزش پروژه محور موجب پیشرفت دانش آموزان در آزمون فیزیک رردیهده است. نتای پآ آزمون نشان داد که دانش آموزانی که در معرض آمهوزش پهروژه محهور بودنهد در مقایسهه بها 25 درصهدی داشهتند و بطهور کلهی / دانش آموزانی که از روش تدریآ معمولی استفاده کردنهد پیشهرفت 80 میتوان رفت که آموزش پروژه محور بر پیشهرفت دانهش آمهوزان در درس فیزیهک تهاثیر مثبهت دارد و روش آموزش پروژه محور را می توان بعنوان راهبردی موثر در آموزش فیزیک مورد توجه ویژه قرارداد. English Abstract: This research aimed to study the effect of STEM project-based learning (PjBL) teaching methods on achievement in physics mechanics test among level 10 of secondary-school students. The sample consists of two groups of students, with 50 students being exposed to the STEM PjBL teaching method (experimental group), and 57 students the conventional teaching method (control group). The study employed a quasi-experimental methodology with a pre-test and post-test design. To analyze the collected data both descriptive and inferential statistics such as multivariate analysis of covariance (MANCOVA) were utilized. The results revealed that the STEM PjBL method significantly improves achievement in physics test among the participants of the study compared to the conventional teaching method. There was a 25.80% improvement on the post-test results of the students’ achievement in physics test scores, between students who were exposed to STEM PjBL compared to those who were instructed using conventional teaching methods. Implications of the study and recommendations for future study are described. The project-based learning can be considered as an effective strategy in teaching physics and need to be especial attentions.

Exploring the Challenges and Enablers of Implementing a STEM Project-Based Learning Programme in a Diverse Junior Secondary Context

In the rush to implement STEM programmes in economically disadvantaged school districts, there is a pressing need to develop a stronger sense of what might be considered effective and appropriate STEM practices for diverse students. The aim of this study was to characterise the experience of implementing an integrated STEM Project-Based Learning (PBL) programme in an Australian secondary school located within a diverse, socio-economically disadvantaged community. To identify enablers and constraints in delivering STEM PBL in this context, the study utilised qualitative data from interviews with school teachers and leaders, school planning documents and an extended series of classroom observations. Key findings point towards the importance of building a school culture that supports innovative pedagogy; the need to purposefully scaffold the capabilities of teachers and students to engage with active learning; and the potential value of multi-dimensional assessment allowing students to demonstrate STEM proficiency through novel forms of evidence.

Diseñando un simulador de ecosistemas. Una experiencia STEM de enseñanza de dinámica de los ecosistemas, funciones matemáticas y programación

El aprendizaje sobre los ecosistemas y su caracter dinamico e interrelacionado es un aspecto clave para la ensenanza de la Ecologia. El alumnado tiene dificultades para desarrollar una vision interdependiente de los elementos que constituyen un ecosistema. El enfoque STEM se ha propuesto como via para un aprendizaje mas integrado y suele proponerse en la forma de Aprendizaje Basado en Proyectos interdisciplinarios, tambien como via para superar sesgos de genero en el aprendizaje de las ciencias. Se ha desarrollado y aplicado un proyecto STEM basado en la programacion de un simulador de ecosistemas con distintas funciones matematicas por parte de alumnado de 4o de ESO. Se describen los resultados de su aplicacion y se analizan aspectos como la utilidad de la interdisciplinariedad y el desarrollo de habilidades cientificas y tecnologicas. Palabras clave: STEM, Aprendizaje Basado en Proyectos, modelizacion, interdisciplinar, ecosistemas. Designing an ecosystem simulator. Teaching ecosystem dynamics, mathematical functions and programming in a STEM experience. Abstract: Learning on ecosystems and their dynamism and interelation is a key aspect on Ecology teaching. Students have difficulties to develop an interdependent view of elements constituting an ecosystem. STEM has been proposed as a perspective to a more integrated learning and is usually proposed in the shape of interdisciplinar Project-Based Learning (PBL) activities, also to overcome gender biases in Science learning. We have developed and applied a STEM PBL activity where 15-years-old students design and program an ecosystem simulator through several mathematical functions. We describe the results of the application and analyze interdisciplinarity outcomes and the development of of scientific and technologic skills Keywords: STEM, Project-Based Learning, modelling, interdisciplinar, ecosystems

The use of STEM project-based learning toward students’ concept mastery in learning light and optics

Learning process in some school is still in the form of direct transfer from teacher to students, whereas students will learn better if the learning process is meaningful. The aim of this study is to investigate the effect of STEM Project-Based Learning on students’ Concept Mastery in learning light and optics. The method that is used in this study is a weak experiment with one group pre-test and post-test design. The population of this study is 8th-grade students in Junior Secondary School “X” that is located in Bandung, Indonesia. The sample is chosen by purposive sampling technique consist of 25 students. The result of this study shows that students concept mastery improves from pre-test and post-test. The improvement of concept mastery is obtained as much as 0.53 that categorized as a medium improvement. Based on the result STEM Project-Based Learning give a better effect on students’ concept mastery, so it can be considered as an alternative teaching model that can be implemented in Junior Secondary Schools.