Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem-solving skills in junior high school students

Lin, Kuen Yi; Yu, Kuang Chao; Hsiao, Hsien Sheng; Chang, Yu Shan; Chien, Yu Hung

doi:10.1007/s10798-018-9488-6

Cited by 45 publications

(35 citation statements)

References 28 publications

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“…In this regard, collaborative problem solving (CPS) is a promising area in STEM education because of its advantages in inculcating the understanding of scientific knowledge and others' ideas, training in scientific investigation, and solving applied problems (Hesse et al, 2015;Hogan, 1999;Lin et al, 2015). Lin, Yu, Hsiao, Chang, and Chien (2018) compared the effectiveness of web-based CPS system and the classroom-based hands-on activities including the CPS scenarios from daily life, in order to develop students' CPS skills in STEM learning. As their results, the virtual STEM learning environment was found to be more effective in the development of their CPS skills than traditional classroom-based hands-on activities, and the effectiveness of the system would be further enhanced with teacher' involvement and guidance (Lin et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Lin, Yu, Hsiao, Chang, and Chien (2018) compared the effectiveness of web-based CPS system and the classroom-based hands-on activities including the CPS scenarios from daily life, in order to develop students' CPS skills in STEM learning. As their results, the virtual STEM learning environment was found to be more effective in the development of their CPS skills than traditional classroom-based hands-on activities, and the effectiveness of the system would be further enhanced with teacher' involvement and guidance (Lin et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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Direction of collaborative problem solving-based STEM learning by learning analytics approach

Chen

Yoshimatsu

Goda

et al. 2019

RPTEL

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The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in prelearning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Direction of collaborative problem solving-based STEM learning by learning analytics approach

Chen

Yoshimatsu

Goda

et al. 2019

RPTEL

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“…Recently, Shanta and Wells (2020) found that technology-based learning and engineering design significantly affect students' problem-solving skills. In line with that, Priemer et al (2020) and Lin et al (2015Lin et al ( , 2020 explained that learning by integrating science, technology, engineering, and mathematics can improve student problemsolving. Another report shows that as a type of life skill, student problem-solving can improve in a project-based learning environment (Wurdinger & Qureshi, 2015).…”

Section: Introductionmentioning

confidence: 75%

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

Purwaningsih

Sari

et al. 2020

JPII

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This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability ofÂ 0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

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“…In their study with Malaysian students, Nordin and Osman (2018) found that the module they used improved all CPS skills. Lin, Yu, Hsiao, Chang, and Chien (2018) conducted a semi-experimental study with Taiwanese students. In their study, the researchers tried to improve the CPS competencies of three groups of students who received STEM education with teacher-guided web-based applications in the first group, with only web-based applications in the second group and only in-class activities in the third group.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

An Examination of Turkish Students' PISA 2015 Collaborative Problem-Solving Competencies

Yavuz¹,

Atar

2020

International Journal of Assessment Tools in Education

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Technological advancements initially made it possible for individuals with different cultures from different parts of the world to consider working together, and eventually collaboration turned into a necessity. Based on this necessity, OECD measured collaborative problem-solving (CPS) competencies of 15-year-old students from the countries participating in PISA assessment in 2015. The objective of this study is to examine the data on Turkey from PISA 2015 CPS survey through Deterministic-Input, Noisy-Or-Gate (DINO) cognitive diagnostic model and to determine the students' levels of CPS competencies as well as difficulty levels of these competencies. In this context, primarily, attributes of CPS competency domain were examined and the model with the most appropriate number of attributes, classification accuracy and consistency was determined for the analysis of PISA 2015 CPS data. The sample of this descriptive study consists of 435 students. As a result of the analysis, the Q-matrix of the model data fit was observed to have the best goodness-of-fit when it had three attributes whereas model fit and classification consistency decreased as the number of attributes increased. Furthermore, the easiest competency for Turkish students was determined to be 'taking appropriate action to solve the problem' while the most difficult was 'establishing and maintaining shared understanding'. Finally, latent class distribution exposed that 56% of the students did not have any of the competencies, and 35% had all. Results of this examination indicate that all CPS competencies of Turkish students need improvement.

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Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem-solving skills in junior high school students

Cited by 45 publications

References 28 publications

Direction of collaborative problem solving-based STEM learning by learning analytics approach

Direction of collaborative problem solving-based STEM learning by learning analytics approach

The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

An Examination of Turkish Students' PISA 2015 Collaborative Problem-Solving Competencies

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