Practicing integrated STEM in renewable energy projects: solar power

Abstract

This paper describes students content knowledge of STEM in the process of project based learning. The selected project in this study is renewable energy (solar power), because Indonesia is located on the equator line which gets abundant sunlight as well as to popularize alternative energy in Indonesia as an effort to prevent global warming. This study was designed to determine the effectiveness of Solar Power Project to promote students content knowledge of STEM. The subjects were 28 pre service physics teachers divided into seven groups. This research used both qualitative and quantitative methods (mixed methods). Pre-test and post-test of STEM knowledge as quantitative data were conducted to determine students’ achievement and the effectiveness of learning. Furthermore, the shift of students STEM knowledge was tracked using video recording, task, reports, and interviews. Quantitative data were analyzed using a paired t test, whereas quantitative data were analyzed by triangulation of data. The results of the study showed that science content knowledge experienced the largest increase, followed by engineering, technology and the last is mathematics. Conclusion, solar power project can be helpful in enhancing students achievement of STEM knowledge and generate meaningful learning.

The Effects of STEM-Based Alternative Energy Activities on STEM Teaching Intention and Attitude

“…Preservice science teachers' integrative STEM teaching intentions were improved. This result was supported by studies on the same subject (Barry et al, 2017;Gutierrez et al 2020;Mayasari, Susilowati & Winarno, 2019;Sulaeman, 2020) in the literature. Barry, Kanematsu, Lawson, Nakahira and Ogawa (2017) implemented a virtual lab environment for a recyclable energy project with Japanese pre-service science teachers.…”

“…Engineering undergraduate students also had positive gains from group work and they were willing to plan and implement STEM lessons together with teacher candidates. Mayasari et al, (2019) revelaed STEM-based solar energy project improved pre-service physics teachers' knowledge of science, engineering, technology and mathematics and abilty to use design process. Sulaeman (2020) carried out a study about STEM-based alternative energy sources with Japanese high school students and Indonesian physics teacher candidates.…”

“…Similarly, as a consequence of the STEM-based solar energy project carried out with 28 physics teacher candidates, the participants' knowledge of engineering, technology and mathematics developed, respectively, of which science was the most. Participants developed original projects, used the design process effectively, and increased their knowledge and awareness of alternative energy sources (Mayasari, Susilowati & Winarno, 2019).In the research, the subject of "alternative energy sources" is presented to pre-service science teachers in the science education department in an elective course with integrated STEM education. The subjects of the alternative energy sources course are generally seen as a complex subject by pre-service science teachers (Cebesoy & Karışan, 2017).…”

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

“…The authors in our corpus published at most two articles, either one as the first author or both as coauthors. Winarno (in Mayasari et al, 2019 andWinarno et al, 2017) and Susilawati (in Rokhimawan et al, 2022 andRusydiyah et al, 2021) are two other researchers who published two articles. Nevertheless, although it could be assumed that there are currently no particular researchers dominating the Indonesian field, the number of researchers involved and the collaboration that has been established have become the embryo for the development of STEM implementation and research for PSTs in Indonesia.…”

Meaningful Learning in Engineering: A Case Study in Volumetric Properties of Fluids

“…A educação, entendida como um processo amplo que envolve várias dimensões, precisa ser (re)pensada, (re)analisada, (re)dimensionada, (re) direcionada. (FERNANDES et al, 2014;HERNÁIZ-PÉREZ et al, 2021;MARTÍNEZ et al, 2016;MAYASARI et al, 2019;RÜÜTMAN, 2020;VERGARA et al, 2019).…”