STEM Project-Based Learning

Capraro, Robert M.; Capraro, Mary Margaret; Morgan, J R

doi:10.1007/978-94-6209-143-6

Cited by 218 publications

(26 citation statements)

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“…Furthermore, project-based learning is convenient for an interdisclipinary course because naturally it involves different academic skills such as reading, writing, and math. It is also appropriate to build the concept understanding through subject assimilation (Capraro et al, 2013). These arguments confirm that project-based learning model can be applied in teaching the theme of waste because the theme of waste and its management mixes different concepts such as physics, chemistry, and biology.…”

Section: Literature Reviewmentioning

confidence: 63%

The Application of Project-Based Learning Using Mind Maps to Improve Students’ Environmental Attitudes Towards Waste Management in Junior High Schools

Susilawati

Hernani

Sinaga

2017

IJE

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This research aims to determine the effectiveness of project-based learning method using mind maps in science learning for the topic of waste management and its solution to improve students’ environmental attitudes. It adopted a quasi-experimental method with the pretest-posttest control group design. The subjects of the research consisted of the seventh grade students of two classes in one of the private junior high schools in Bandung Regency. The instrument used for data collection was a pretest and posttest on environmental attitudes for students, a questionnaire, and observations of environmental attitudes of the students from peer assessment, teacher’s observations in the school, and parents’ observations at home. The data were analyzed by considering the gain value with its normalization and counting the size effect. The results of the data analysis indicated that gain <g> = 0.61 for the experimental class and <g> = 0.41 for the control class, and effect size d = 0.37. These values mean that there were improvements in the students’ environmental attitudes in the school and at home after the application of project-based learning with mind maps. It is concluded that PjBL (Project-Based Learning) method using mind maps for the theme of waste and its management works effectively since it has a small effect on improving students’ environmental attitudes.

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Section: Literature Reviewmentioning

confidence: 63%

The Application of Project-Based Learning Using Mind Maps to Improve Students’ Environmental Attitudes Towards Waste Management in Junior High Schools

Susilawati

Hernani

Sinaga

2017

IJE

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“…According to Barak (2013), if the problems presented to students are too well structured, close-ended, simple, abstract or unrealistic, only little learning is achieved, and students are busy 'doing' with only little significant learning taking place (Barron et al, 1998;Blumenfeld et al, 1991;Dolmans et al, 2005). In addition, Capraro, Capraro, and Morgan (2013) claims that effective STEM PBL requires teachers to experience high-quality professional development in order to learn how to design high-quality experiential learning activities -something that is not taken for granted.…”

Section: Integrating Project-based Learning (Pbl) Into the Science Classmentioning

confidence: 99%

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Awad

Barak

2018

EURASIA J MATH SCI T

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The current article about pre-service teachers (n=60) describes the implementation and evaluation of an innovative curriculum for teaching sound, waves and communication systems (SWCS). The study sought to investigate pre-service teachers' successes and difficulties in learning a science, technology, engineering and mathematics (STEM)-based program, to examine the program's influence on students' interest and selfefficacy beliefs about learning science and technology, and to explore the factors that affected their achievements and motivation. The participants were two groups of preservice teachers who learned the course within their studies towards a B.Ed. degree in science teaching. Quantitative and qualitative data were collected by a final exam, a retention exam, a Motivation Questionnaire, final projects, class observations and interviews with the students. The findings revealed that the pre-service teachers successfully learned the new subject and were motivated in learning the course. The integration of science and technology studies, engaging the students in hands-on lab work and the use of ICT tools played a crucial role in promoting meaningful learning. However, the PBL part of the course contributed relatively little because the learners encountered difficulties in learning new subjects independently.

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“…On the other way, STEM PBL is also used as an educational strategy to improve students' attitudes towards technology, science and engineering courses as well as their achievements (Capraro et al, 2013;Han et al, 2015;Kezar et al, 2017;Tseng et al, 2013). PBL is an effective way to teach STEM in an integrated and meaningful way (Berry et al, 2012).…”

Section: Integration Of Stem In Pbl Projectsmentioning

confidence: 99%

Integrating Science, Technology, Engineering and Mathematics contents through PBL in an Industrial Engineering and Management first year program

Alves

Moreira

Carvalho

et al. 2019

Prod.

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STEM Project-Based Learning

Cited by 218 publications

References 0 publications

The Application of Project-Based Learning Using Mind Maps to Improve Students’ Environmental Attitudes Towards Waste Management in Junior High Schools

The Application of Project-Based Learning Using Mind Maps to Improve Students’ Environmental Attitudes Towards Waste Management in Junior High Schools

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Integrating Science, Technology, Engineering and Mathematics contents through PBL in an Industrial Engineering and Management first year program

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