The Role of Interdisciplinary Project-Based Learning in Integrated STEM Education

Şahin, Alpaslan

doi:10.1163/9789004405400_006

Cited by 26 publications

(22 citation statements)

References 14 publications

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“…Peers exert a strong influence on female students' STEM decisions (Dasgupta & Stout, 2014;Riegle-Crumb et al, 2006), most particularly, with regard to positive research experiences (Love et al, 2007), and peer belonging increases perceived value of STEM activities for female students (van den Hurk et al, 2019). Furthermore, research shows that participation in an authentic (as opposed to a traditional school-based laboratory) research experience increases the likelihood of majoring in STEM fields in college (Sadler et al, 2010;Sahin, 2015;Salto et al, 2014). Therefore, parents, teachers, and peers may influence female students' STEM choices via their influence on high school research participation.…”

Section: High School Research Participationmentioning

confidence: 99%

The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools

2022

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Background Women are underrepresented in science, technology, engineering, and mathematics (STEM) professions. Even the most promising female students’ interest in STEM subjects often decreases during secondary school. Using the framework of the Social Cognitive Career Theory, the present study examined the influences of social agents in female students’ persistence in STEM. Specifically, the present study used a retrospective survey investigating the influence of parental education, teachers as mentors, and peer belonging for female students’ attainment of an undergraduate degree in a STEM field for a special population—female graduates of selective science high schools (n = 1425). Furthermore, the study examined the influences of these social-agent variables on female students’ STEM choices when mediated by high school research experiences. Finally, the present study also explored the influences of these social-agent variables on female students when it came to choosing math-intensive STEM fields (n = 723). Results Findings showed that parental educational level and having STEM teachers as mentors are positively related to female students’ later attainment of a STEM degree. In addition to the direct relationship, parental educational level and having STEM teachers as mentors are also positively related to female students’ high school research participation, which is associated with a greater likelihood of their completing a STEM degree. Female students’ sense of belonging to a peer group did not correlate with their attainment of a STEM degree. When it came to choosing math-intensive STEM fields, a higher sense of peer belonging was negatively associated with obtaining a math-intensive STEM degree. Conclusions Parental education and having STEM teachers as mentors play an important role for female students’ persistence in STEM and obtaining a STEM undergraduate degree for female students in selective science high schools. However, among the female students who graduated with a STEM degree, it is less clear whether social-agent variables influenced their math-intensive vs. less-math-intensive choices. Educational implications for promoting female students’ STEM interests and careers in STEM fields are provided.

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Section: High School Research Participationmentioning

confidence: 99%

The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools

2022

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“…So, according to a study by Shahverdyan (2020), it is noted that in the list of the 20 most sought-after skills of the 21st century, 9 are associated with technical competencies, including data storage, web design, application development and others. But, for success and competitiveness in the field of distance employment, only digital competencies and competencies related to interaction with information technologies may be insufficient (Bakhshi et al, 2017;Bridgstock & Jackson, 2019;Cinque, 2015;Sahin, 2019).…”

Section: The Supra-professional Competencies Of Graduates In Remote Ementioning

confidence: 99%

Requirements For The Supra-Professional Competencies Of Graduates In Remote Employment

Pesha¹

2020

European Proceedings of Social and Behavioural Sciences

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Section: A Project Based Collaborative Learningmentioning

confidence: 99%

“…This approach has been adopted by many U.S. organizations as part of a government campaign to increase the rigor and relevance of STEM education [7], which was declared as a national priority for maintaining economic stability and innovation capacity. According to [7], PBL is engaging, rigorous, teacher-facilitated, student-centered, standards-based, and relevant. In [8], 46 comparisons were analyzed, based on 30 eligible journal articles published from 1998 to 2017, which together represents 12,585 students from 189 schools in 9 countries, and the results obtained showed that the overall mean weighted effect size (d+) was 0.71, indicating that project-based learning has a medium to large positive effect on students' academic achievement in relation to the traditional instruction.…”

Section: A Project Based Collaborative Learningmentioning

confidence: 99%

Using Project-based Learning in a Hybrid e-Learning System Model

Alfaro¹,

Rivera²,

Luna-Urquizo

2019

IJACSA

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After conducting the historical review and establishing the state of the art, the authors of this paper focus on the incorporation of Project Based Learning (PBL), in an adaptive e-Learning environment, a novel and emerging perspective, which allows the application of what today constitutes one of the most effective strategies for the process of teaching learning. In PBL, each project is defined as a complex task or problem of reality, for which resolution, the student must develop research activities, planning, design, development, validation, testing, etc. For the proposal of the Hybrid Architecture of the e-Learning system model, the authors use artificial intelligence techniques, which make it possible to identify the Learning Styles (LS), with the purpose of automatically assigning the projects, according to the characteristics, interests, expectations and demands of the student, who will interact with an e-Learning environment, with a high capacity of adaptation to each individual. Finally, the conclusions and recommendations of the research work are established.

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The Role of Interdisciplinary Project-Based Learning in Integrated STEM Education

Cited by 26 publications

References 14 publications

The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools

The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools

Requirements For The Supra-Professional Competencies Of Graduates In Remote Employment

Using Project-based Learning in a Hybrid e-Learning System Model

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