5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational “E”. In this study, a novel approach was proposed with the use of the argumentation-supported 5E-STEM (A-5E-STEM) model in the science curriculum. The purpose of this study was to examine the differences in learning achievements, learning motivation, learning interest, and higher-order thinking skills of middle school students between teaching science using A-5E-STEM, 5E-STEM, and conventional didactic methods. A semi-experimental study with post-test only non-equivalent groups design was used. A “Separating Mixtures” unit in the 6th grade Natural Science curriculum was designed with A-5E-STEM and 5E-STEM model orientation. The participants were three 6th grade classes with a total of one hundred and twenty students at a public middle school in Hanoi City, Vietnam. The first experimental group was taught science using the A-5E-STEM model, the second experimental group was taught science using the 5E-STEM model, and a control group was taught the science unit with conventional didactic methods. A post-test was used to collect data on learning achievement, and questionnaires were used to collect data on learning motivation, interest, and higher-order thinking skills of middle school students in the science curriculum. The findings showed that the effect of teaching science using the A-5E-STEM model on learning achievement, motivation, interest, and higher-order thinking skills of middle school students was significantly superior to that of the 5E-STEM model and conventional didactic methods. Therefore, science teachers are expected to increase the use of the A-5E-STEM model in their related curriculum.
Educators and researchers are increasingly recognizing the potential benefits of integrated science, technology, engineering, and mathematics (STEM) education to improve students’ learning outcomes, including the learning achievements, interest in STEM, learning motivation, and higher-order thinking skills of K-12 students. While there is a considerable body of research on this topic, it lacks a comprehensive synthesis of the available evidence to provide a more rigorous and systematic understanding of the relationship between integrated STEM approaches and associated outcomes of K-12 student learning. Therefore, the purpose of this study was to examine the integrated STEM approaches and associated outcomes of K-12 student learning through a systematic literature review. The studies were accessed using the Scopus, ERIC, and Google Scholar databases in February 2022. A total of 47 studies were retained for inclusion in the review. We used the ecological triangulation method for data extraction and synthesis. A total of 23 ecological sentences developed from existing studies revealed that the associated outcomes of K-12 student learning occur differently when using different integrated STEM approaches. For example, STEM project-based learning activities in the science curriculum focused on improving students’ learning achievement and higher-order thinking skills, while out-of-school STEM project-based learning activities focused solely on students’ STEM career interests. Finally, we note several directions for future research related to student learning outcomes using integrated STEM approaches.
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