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

Wilson, Kimberley

doi:10.1007/s10763-020-10103-8

Cited by 35 publications

(36 citation statements)

References 13 publications

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“…In particular, STEM-PjBL facilitates students with learning challenges. However, presenting these conditions in learning is not comfortable (Wilson, 2020). In this study, students appeared to be more enthusiastic and active when trying to solve a given challenge.…”

Section: Figure 1 the Problem-solving Skills Results Of Experiments Group And Comparison Groupmentioning

confidence: 67%

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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Section: Figure 1 the Problem-solving Skills Results Of Experiments Group And Comparison Groupmentioning

confidence: 67%

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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“…Our findings suggest, however, that instead of merely offering materials and equipment, it is important to offer adequate resources based on educators’ specific development needs and STEM project objectives and to provide instructions on how to use materials. Furthermore, encouraging school administrators to support programme participants (Pinkerlman et al, 2015 ; Wilson, 2020 ) and creating wide networks and partnerships with various private, public and government agencies at local, regional, national and international levels are considered vitally important when developing STEM education (Basham et al, 2010 ; DeCoito, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, innovations developed in STEM programmes can be embedded into the everyday work of programme participants, making programme participation an opportunity to obtain support, rather than an additional burden. In addition to flexibility in programme implementation, flexible programme objectives provide teachers with the freedom of choice and more space to implement programme activities that support the local learning communities (Wilson, 2020 ). However, continuously refining the plans based on different contextual factors demands reaching a balance between establishing shared goals and individual interests (Tajik, 2008 ).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, there were specific questions related to (5) good practices and applicable models that were applied during the programme and (6) challenges that obstructed the programme objectives. These questions were directly related to research questions of the specific sub-study described in this article (see also Pinkerlman et al, 2015 ; Wilson, 2020 ). The final question was oriented towards (7) ways to develop similar actions in the future.…”

Section: Methodsmentioning

confidence: 99%

“…The effectiveness of educational programmes is usually evaluated by comparing whether the actual impact is the same as the intended impact (Kreber & Brook, 2010 ). However, in addition to impact evaluation per se, it is crucial to identify the factors that may enable or constrain effective programme implementation (Wilson, 2020 ). To answer this call, the research objective of this study is to identify enablers (facilitators, good practices) and constraints (barriers, hindrances, impediments) that affect effective STEM programme implementation.…”

Section: Introductionmentioning

confidence: 99%

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Enablers and Constraints of STEM Programme Implementation: an External Change Agent Perspective from a National STEM Programme in Finland

Mäkelä

Tuhkala

Mäki-Kuutti

et al. 2022

Int J of Sci and Math Educ

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An international need exists for effective programmes that will enhance learners’ interest in studies and careers related to science, technology, engineering and mathematics, i.e. STEM. When considering the impact of STEM programmes, it is important to identify what can enable or constrain effective programme implementation. As such, enablers can be systematically supported and constraints tackled to maximise a programme’s impact. This study considers a nationwide STEM programme in Finland that involved 450 teachers and their learning communities. The study followed an interpretative paradigm, collecting data through semi-structured interviews and analysed with data-driven thematic analysis. The study participants were 14 external change agents operating between participating learning communities and the national programme administration and, thus, had a valuable overview on how the programme evolved. The most important enablers of effective programme implementation were versatile support, programme flexibility and long-term vision. Two major constraints were limited resources and collaboration challenges. Considering the findings of this study can help design effective STEM programmes by providing various support mechanisms for educators, particularly scaffolding; peer and school administrator support; flexibility to enable embedding activities and adapting programme objectives to participants’ everyday work; long-term vision to support both lifelong learning and a continuum between different STEM programmes; sufficient time and economic resources to achieve a long-term impact; and collaboration and networking opportunities at the local, regional, national and international levels.

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A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

Rüschenpöhler

2024

Science Education

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This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.

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

Cited by 35 publications

References 13 publications

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

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

Enablers and Constraints of STEM Programme Implementation: an External Change Agent Perspective from a National STEM Programme in Finland

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

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