Make it Hapen: A Study of a Novel Teaching Style, STEM Students on the Stage (SOS)TM, for Increasing Students ’ STEM Knowledge and Interest

Top, Namık; Şahin, Alpaslan

doi:10.1007/978-94-6300-019-2_4

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…Previous studies have shown that an integrated STEM education approach gives opportunities for students to understand the world holistically by encouraging students to apply their knowledge of physics, technology, engineering and mathematics to explore the environment [5], [8]. Besides that, PBL effectively makes learning physics relevant by bridging classroom learning to real-life applications [41], [78]. The justification of the integrated STEM-PjBL approach also supports findings in this research can make learning physics relevant to real-world issues in secondary school and enable students to transfer their knowledge and skills in finding real solutions to real-world problems [79]- [81].…”

Section: Real World Connectionmentioning

confidence: 99%

“…Findings in this research are also supported by the research conducted by Liu [83], in which PjBL helps students connect physics concepts that include momentum, impulse and equilibrium of forces into real-life situations. Like Top and Sahin [78] finding, an integrated STEM-PjBL approach can make students connect classical mechanics concepts with real-world applications. The findings also showed that first-year high school students were exposed to their dream careers.…”

Section: Real World Connectionmentioning

confidence: 99%

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The effectiveness of integrated science, technology, engineering and mathematics project-based learning module

Sulaiman,

Rosales JR.,

Kyung

2024

IJERE

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<p class="IOPKwd"><span lang="EN-US">Physics is a tricky subject to learn, especially when it comes to students applying physics knowledge to the real world and its application. This paper aims to study the effectiveness of the integrated science, technology, engineering, and mathematics project-based learning (iSTEM-PjBL) module in physics on students’ belief-specific categories, i.e., real-world connection, conceptual connection and applied conceptual understanding. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 from Malaysia and 66 from Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PjBL physics module significantly improved students’ real-world connections, conceptual connections, and applied connections after the intervention. The implications and suggestions were also discussed to extend the research further.</span></p>

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