Effect of STEM-based Learning on the Cognitive Skills Improvement

Firdaus, Anugrah Ramadhan; Rahayu, Galih Dani Septiyan

doi:10.17509/mimbar-sd.v6i2.17562

Cited by 14 publications

(13 citation statements)

References 1 publication

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“…So, the need for STEM programs and for preparing STEM educators is clear. Especially, when STEM education programs proved their effectiveness on developing students' cognitive, affective, and psychomotor abilities (Firdaus & Rahayu, 2019), as well as on student attitudes toward STEM in general, and toward STEM careers in particular (Guzey, Harwell & Moore, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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STEM education is a new field within which understandings of what constitutes effective practice, and how this can be supported, are still in their infancy. The present research describes the experiences of prospective elementary school teachers in designing collaboratively STEM activities. This designing experiences occurred in a context of a PD program called "Introduction to STEM education". During the STEM PD program, the pre-service teachers worked in six groups. Each group included three pre-service teachers who worked together throughout the PD program. Three written STEM units of three groups were chosen to be analyzed. In analyzing the STEM units, we referred to the STEM capabilities which consists of three components: STEM knowledge, skills and ways of thinking. The findings show different possibilities that STEM education can afford for task design. In terms of the integration of disciplines, the three analyzed units included activities in which, mostly, at least two disciplines were dominant. In terms of STEM skills, the designed unites targeted mainly the individual learning STEM skill instead of collaborative skills, which emphasize the need to pay special emphasis to this issue. Finally, in terms of STEM ways of thinking, analytical and evidence-based ways of thinking prevailed in the three units. The previous findings point at the importance of support for pre-service teachers to design STEM activities for implementation in their classrooms.

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Section: Literature Reviewmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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“…The STEAM application in learning activities is considered effective since STEM has an effective way to engage students in higher-order thinking and improve problem-solving skills by placing science and mathematics in the context of technology and engineering (Firdaus & Rahayu, 2019). STEAM can also collaborate with the ability of teachers, i.e., TPACK.…”

Section: Discussionmentioning

confidence: 99%

“…Subsequent research was carried out by Kamienski & Radziwill (2018), who found that the STEAM learning approach could foster a new ability model that demonstrated empathy and increased student curiosity. Further relevant research was performed by Firdaus & Rahayu (2019), who concluded that TPACK is the knowledge needed to integrate technology into learning. Three components of teacher knowledge were produced: pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge.…”

Section: Related Researchmentioning

confidence: 99%

Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books

Atmojo

Saputri

Fajri

2022

msd

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Technological, Pedagogical, and Content Knowledge (TPACK) can collaborate with the Science Technology Engineering Art Mathematics (STEAM) approach. STEAM is also essential for students to improve their ability and skills to operate and produce science and technology-based products, supported by the TPACK abilities of educators to develop quality technology-based learning. In this study, there were 26 items of integrated TPACK and STEAM activities, with the most findings being content knowledge, as much as 27.50% for science. The second-highest finding was the integration of pedagogical knowledge, as much as 24%. Furthermore, the third most common finding, 17.40%, was the integration of technological knowledge with art and pedagogical content knowledge with art, while 10% of activities integrated content knowledge with art. The last finding found the integration of pedagogical knowledge with science of 3.4%. However, all indicators did not appear mathematical. In addition, the most common finding was the integration of art and pedagogical content knowledge, as much as 34.60%. The percentage of activities integrating engineering and content knowledge was 27%, which was the highest finding. In this case, one activity allows more than one integration.

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“…According to studies stem-based learning could improve cognitive and affective skills. The success in the modern era is determined by how students strive to have certain skills; and this can be achieved by students through the development of cognitive domain (Firdaus & Rahayu, 2019) In the study (Sutaphan & Yuenyong, 2018)…”

Section: 6%mentioning

confidence: 99%

University Students' Acceptance of Evolution: Basis for STEM-based Instructional Design

Aberilla

Salic

Orbita

et al. 2021

ijses

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This study was conducted to explore the overall acceptance of evolution among undergraduate students in a State University as basis for developing a STEM-based instructional design to address the misconceptions about evolution. The research was conducted using the 20-item questionnaires of the Measurement of Acceptance of the Theory of Evolution (MATE) instrument assessing undergraduate students' acceptance of evolution in relations to; the process of evolution, the scientific validity of the evolutionary theory, the evolution of humans, evidence of evolution, scientific community's view of evolution and age of the Earth. The study is within a quantitative and qualitative framework using descriptive and inferential analysis. The findings revealed that all the colleges in the science group acquired a moderate level of acceptance except for the CED non-science group who received a low degree of acceptance of the theory of evolution. Although among the six concepts in the study, they generally agree on the statements and only in the idea on the age of the earth where the students were undecided. This research confirms that the level of acceptance is not positively related to the students' specialization. Based on the result of this study there is a need to develop a STEM based instructional design and this should be emphasized in the science curriculum. The teaching design will fill in the gaps in understanding concepts of evolution and its significance to the lives of many organisms and for the teachers to look evolution from very broad flexible and interdisciplinary perspectives.

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Effect of STEM-based Learning on the Cognitive Skills Improvement

Cited by 14 publications

References 1 publication

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books

University Students' Acceptance of Evolution: Basis for STEM-based Instructional Design

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