STEM Literacy of Students in Vocational Education

Wannapiroon, Panita; Nilsook, Prachyanun; Techakosit, Somsak; Kamkhuntod, Sayam

doi:10.46328/ijtes.253

Cited by 8 publications

(13 citation statements)

References 22 publications

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“…There is no standard definition in the literature on STEM education (Langdon et al, 2011). However, there is a consensus in the relevant literature that STEM education is an approach to science, technology, engineering, and mathematics disciplines (Batdi et al, 2019;Benek & Akcay, 2019;Bybee, 2010;Wannapiroon et al, 2021). STEM education can be classified into two: traditional STEM education and integrated STEM education (Sanders, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Hebebci

Usta

2022

Participatory Educational Research

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Today, the need for individuals who follow scientific and technological developments closely and who can adapt to these changes rapidly is increasing. These needs have made it necessary for countries to try various changes, reforms and current approaches required by the age in their education systems. One of these approaches is STEM education, which has frequently been encountered in the national and international literature in recent years. STEM (science, technology, engineering, and mathematics) education is an approach that emphasizes the 21st century skills, integrates science, technology, engineering, and mathematics disciplines, and covers formal and informal education at all education levels. In addition, the number of studies on STEM education is increasing daily. This research aims to integrate the 8th-grade science curriculum with STEM education practices and examine the effects of these practices on students’ problem-solving (PS) skills, scientific creativity, and critical thinking dispositions. In this study conducted with quantitative methods, the pretest-posttest control group design of the quasi-experimental method was used. The study group of the research consists of students who took the 8th-grade science course at a private school. Research data were collected from both the classes before and after the experimental study. Descriptive statistics and covariance analysis (ANCOVA) were used in the data analysis. The research results revealed that integrated STEM education applications positively affect students’ problem-solving skills, scientific creativity, and critical thinking dispositions. The collected results were discussed with the studies in the literature, and suggestions were made accordingly.

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Section: Introductionmentioning

confidence: 99%

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Hebebci

Usta

2022

Participatory Educational Research

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“…Within the intersection of STEM and VET, our examination yielded three pertinent papers. Two of these papers were grounded in empirical research, i.e., [31,73]. Additionally, one paper contributed to our theoretical understanding of this intersection, i.e., [74], adding depth to the scholarly discourse on the subject.…”

Section: Resultsmentioning

confidence: 99%

“…VET, on the other hand, concentrates on specific trades or industries [20]. Both fields recognize the importance of hands-on learning, problem-solving, and labor market alignment, with an emerging trend of integrating STEM principles into VET programs to bridge the gap between general and vocational education [2,31].…”

Section: Stem Educationmentioning

confidence: 99%

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Empowering Vocational Students: A Research-Based Framework for Computational Thinking Integration

Hermans,

Neutens,

wyffels

et al. 2024

Education Sciences

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Vocational Education and Training (VET) faces significant challenges in equipping individuals for modern workplaces, which increasingly require digital literacy and Computational Thinking (CT) skills. This paper addresses the imperative of integrating CT into VET programs and outlines key research questions. Our methodology primarily involves a systematic literature review, resulting in the identification of 29 relevant papers. Through qualitative content analysis, we develop a CT integration framework that connects CT practices and integration elements to the engineering design process, while highlighting the VET context. Arguably, the innovative aspect of this framework lies in its core dimensions of harnessing computational power for enhanced efficiency. Raising the question of whether computers can optimize the efficiency and effectiveness of specific tasks is paramount for addressing challenges in technology-rich environments. Therefore, this inquiry merits unwavering attention at every stage of the process. The proposed framework provides educators with a structured approach to identify integration opportunities and help prepare students for multifaceted vocational careers. Furthermore, other key findings underscore the inherently interdisciplinary nature of VET, the growing demand for STEM competencies, and the transformative potential of CT integration. Implications emphasize the need for further research, supportive policies, and practical CT integration. Despite limitations, this study strongly advocates for CT integration, empowering VET students for success in the contemporary workforce.

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“…In the vocational education, scientific literacy has a strategic position because it requires students to be more focus on career, competency readiness, to communication and collaboration (Wang & Chen, 2019;Wannapiroon et al, 2021). This position of scientific literacy in vocational education which tends to be equated with academic education is need to be highlighted, considering they both have different characteristics.…”

Section: Introductionmentioning

confidence: 99%

Literature Review: The Role of E-Modules in Improving Vocational Students’ Scientific Literacy Skills

Nadir

Arthur²,

Daryati³

2022

jpensil

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Scientific literacy as a part of the 21st century skill set has a strategic position at the vocational level in preparing graduates who are competent, ready to work, and have skills in communicating and collaboration in work. This study will provide an overview of the role of e-modules which are the most widely developed as teaching materials in improving the student’ scientific literacy skills.. The research method used is a literature review by analyzing 5 most relevant national publication articles using the Google Scholar database. The results of the analysis of 5 articles show that e-modules not only answer the challenges of education in responding to technology, but also proven to play an active role in improving the scientific literacy skills of SMK students including critical and creative thinking skills in order to solve the problem. The e-modules contains aspects of scientific literacy and can be integrated with various learning approach according to the characteristic of vocational student, such as Problem Based Learning (PBL), Socio-Scientific Issues (SSI), Science Technology Engineering Mathematics (STEM) and Problem Based Learning (PBL) by the related occurency in daily life to help student build abilities which support scientific literacy skills.

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STEM Literacy of Students in Vocational Education

Cited by 8 publications

References 22 publications

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Empowering Vocational Students: A Research-Based Framework for Computational Thinking Integration

Literature Review: The Role of E-Modules in Improving Vocational Students’ Scientific Literacy Skills

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