Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

Abstract

Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers’ (PSTs’) performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs’ standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs’ positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.

The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories

“…As was previously mentioned [42,43], it can be observed that there is a relationship between the choices that students make and their motivations, which can be internal or external [55]. There seems to be a higher incidence of external rather than internal factors and a greater preference for the sciences area compared with the others.…”

An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents

“…Self-efficacy about science and the intervention proposed were measured by various items adapted from the science teaching efficacy belief instrumentpreservice (STEBI-B) [41], developed to analyze the self-efficacy of instructors with regard to science and science teaching. The validity and reliability of both questionnaires (attitudes and self-efficacy) were tested and confirmed in various studies [42][43][44]. For both attitudes and self-efficacy towards science and the intervention proposed, a five-point Likert scale was applied, in which the lowest value was "Strongly Agree" and the highest value was "Strongly Disagreed" before and after intervention implementation (pre-and post-test).…”

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

“…Different studies show how the Flipped Learning model positively impacts students in secondary education [36][37][38] and in higher education [39][40][41]. In addition, positive results are observed in Science, Technology, Engineering, and Mathematics (STEM) education, involving students in experimental environments to encourage learning [42].…”