PLS-SEM Model of Integrated Stem Education Concept and Network Teaching Model of Architectural Engineering Course

Abstract

In order to cultivate talents more effectively in construction engineering and cultivate students’ critical thinking, creative thinking, high-level thinking, as well as students’ perseverance, learning ability, global competence, and responsibility, combined with the integrated stem education concept, this paper makes an in-depth study on the online teaching model of construction engineering course in PLS-SEM mode. This paper mainly discusses how to apply stem education concept in architectural engineering teaching through literature analysis and the design of architectural engineering teaching cases. Take the integrated stem education concept as the guiding ideology, design research as the methodological guidance, and learn from the research model of design research in the field of curriculum and teaching “formative research.” After the prototype of the teaching mode is put forward, with three rounds of iterative implementation and revision, a feasible and effective mathematics teaching mode in Engineering Higher Vocational Colleges under the concept of stem education (hereinafter referred to as “stem-HVE teaching mode”) is finally obtained. It provides a new way for engineering teaching and opens a new chapter of integrated stem education in the field of engineering teaching.

Trends of the Implementation of Hybrid Teaching and Learning in Mathematics Education: A Systematic Literature Review

“…Figure 2 shows the context of the year of publication, 18 articles were published in 2021 (Aristika, A et al, 2021;Ashraf et al, 2021;Batra et al, 2021, Bouck & Long, 2021Cao et al, 2021;Church et al, 2021;Fujita et al, 2021;Goulart et al, 2021;Le Pichon et al, 2021;Nair & Nair, 2021;Pavlysh et al, 2021;Pócsová et al, 2021;Pourdavood & Song, 2021;Rasheed et al, 2021;Shaw & Tranter, 2021;Wang, KQ 2021;K. Wang, 2021;Wu et al, 2021), followed by 12 articles published in 2022 (Brunetto et al, 2022;Cavanaugh et al, 2022;DeCoito & Estaiteyeh, 2022;Durandt et al, 2022;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al, 2022;Giberti et al, 2022;Kier & Johnson, 2022;Kurianski et al, 2022;Rocha et al, 2022;Segerby, 2022;P. Wang, 2022), 5 articles in 2020 (Bakar, Mohamad & Ismail, 2020;Jeong et al, 2020;Panisoara et al, 2020;Singh-Pillay & Naidoo, 2020;Van Nuland et al, 2020), 4 articles in 2018 (Chen & Huang, 2018;Golding & Bretscher, 2018;Lambert & Alony, 2018;…”

“…In general, research approaches can be divided into two, namely quantitative and qualitative. Based on Figure 3 shows the research approach that can be analyzed from 41 articles in this study where the highest is using a qualitative research approach of 19 articles (Ashraf et al, 2021;Bakar et al, 2020;Batra et al, 2021;Bouck & Long, 2021;Brunetto et al, 2022;Church et al, 2021;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al, 2022;Golding & Bretscher, 2018;Goulart et al, 2021;Kier & Johnson, 2022;Kurianski et al, 2022;Lambert & Alony, 2018;Muirhead et al, 2018;Pourdavood & Song, 2021;Singh-Pillay & Naidoo, 2020;Trenholm et al, 2019;Nuland et al, 2020;Wang et al, 2020), 16 articles use a quantitative research approach (Aristika et al, 2021;Cao et al, 2021;Cavanaugh et al, 2022;Chen & Huang, 2018;Durandt et al, 2022;Fujita et al, 2021;Giberti et al, 2022;Jeong et al, 2020;Musabirov et al, 2019;Nair & Nair, 2021;Panisoara et al, 2020;Pavlysh et al, 2021;Pócsová et al, 2021;Rasheed et al, 2021;P. Wang, 2022;Wu et al, 2021) and 6 articles using a mixed method research approach (DeCoito & Estaiteyeh, 2022;…”

“…Although the United States recorded the highest record, researchers from the same institution and some from different institutions. Furthermore, six studies have been published on hybrid teaching and learning in China which is known to be a country that has been very affected by the Covid-19 pandemic (Ashraf et al, 2021;Cao et al, 2021;Cao et al, 2021;Wang, 2021;Wang, 2022;Wu et al, 2021), three studies focused on Canada (DeCoito & Estaiteyeh, 2022;Le Pichon et al, 2021;Muirhead et al, 2018), Malaysia (Bakar et al, 2020;Rasheed et al, 2021;Wang et al, 2020), two studies focused on South Africa (Durandt et al, 2022;Singh-Pillay & Naidoo, 2020), India (Batra et al al., 2021;Nair & Nair, 2021), Italy (Brunetto et al, 2022;Giberti et al, 2022), Australia (Lambert & Alony, 2018;Trenholm et al, 2019). Meanwhile, one study focused on Belarus (Pavlysh et al, 2021), Brazil (Goulart et al, 2021), Indonesia (Aristika et al, 2021), Ireland (Ní Fhloinn & Fitzmaurice, 2022, Japan (Ní Fhloinn & Fitzmaurice, 2022), England (Golding & Bretscher, 2018), Romania (Panisoara et al, 2020), Russia (Musabirov et al, 2019), Spain (Jeong et al, 2020), Slovakia (Pócsová et al, 2021, Sweden (Segerby, 2022) and United Kingdom (Shaw & Tranter, 2021).…”

Risk Interdependency Network Model for the Cost and Time of Pile Installation in Saudi Arabia, Using Partial Least Squares Structural Equation Modeling

“…Architectural Engineering Learning teaching course [27] Construction engineering Identifying the failure factors of the Yemen construction industry [28] Business Planning business promotion strategies [29] Health care find out the predictive relevance of the e-health readiness assessment approach. [30] Management Analyze the implementation challenges for value management (VM) in construction projects.…”

A Framework for Incorporating the “Learning How to Learn” Approach in Teaching STEM Education

“…Inquiry-based learning begins with questions derived from children's and young people's everyday experiences. Children are constantly observing the phenomena of their surroundings and daily lives [9,38,39]. They describe, contrast, and interpret their experiences.…”