STEM project-based activity: bio-efficacy of microalgae

Büber, Ayşe; Çoban, Gül Ünal

doi:10.1080/00368121.2023.2168246

Cited by 2 publications

(2 citation statements)

References 32 publications

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“…The impact of the CL approach was also examined in relation to students studying STEM and non-STEM specializations. Many studies investigated the PBL in STEM (Evans et al, 2017;Ludwig et al, 2017;Buber & Unal Coban, 2023) or non-STEM disciplines (Li et al, 2015;Tanaka, 2022). In this study a comparison was made between the effectiveness of teaching with VPBL between students enrolled in STEM versus non-STEM majors.…”

Section: Discussionmentioning

confidence: 99%

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2023

JES

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Section: Discussionmentioning

confidence: 99%

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2023

JES

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“…The STEM approach meets the appropriate criteria for student learning and can improve their scientific process skills (Syukri et al, 2021). It fosters skills such as scientific thinking, reasoning, logical analysis, effective communication, and collaboration to prepare students for the demands of the 21st century (Buber & Coban, 2023). STEM projects entail conducting experiments, solving real-world issues, making advancements, and exploring new applications in these fields.…”

Section: Introductionmentioning

confidence: 99%

STEM Analysis (Science, Technology, Engineering and Mathematics) of the Agricultural System of the Indigenous People of Urug Village

Lathifah,

Widodo,

Kaniawati

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study examines the potential of STEM in the context of indigenous farming systems in Urug Village to improve agricultural sustainability, increase crop yields, and promote environmental conservation through education. Surveys and data collection to identify challenges and opportunities, and to develop solutions that meet the needs of indigenous communities while prioritizing sustainability and environmental conservation are practical steps for this study. Data was collected from the agricultural practices of the Urug indigenous community using the survey method, which included participatory observations, interviews, literature reviews, and documentation. Technical terms are explained upon first mention. The Urug indigenous community follows a series of rice planting procedures. These include babad susukan, seed preparation, seed soaking for two days, stocking, ngabaladah, babad, mingul, ngangler, tandur, ngoyos, ngadares, dibuwat (harvest), lantayan, and ngunjal. The study of science in the community centers around concepts such as astronomy, ecosystems, simple aircraft, pressure, temperature, and heat. Additionally, simple technologies such as terracing, etem, and leuit are employed. Agricultural engineering focuses on environmentally friendly rice farming. Mathematics deals with numbers and operations used in solving numeric problems, as in the calculation of the Pranatamangsa calendar and the Tandur. This agricultural knowledge can be integrated into STEM education.

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STEM project-based activity: bio-efficacy of microalgae

Cited by 2 publications

References 32 publications

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STEM Analysis (Science, Technology, Engineering and Mathematics) of the Agricultural System of the Indigenous People of Urug Village

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