The role of learning style in engineering design thinking via project-based STEM course

Chang, Chi-Cheng; Yen, Wan-Hsuan

doi:10.1080/02188791.2021.1957776

Cited by 8 publications

(8 citation statements)

References 51 publications

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“…The overall results obtained in this DBR study suggest that the PjBL approach is perceived as a successful strategy by the students, which is in line with the empirical studies, such as Berselli et al (2020), Chang and Yen (2021), and Coronado et al (2021). Also, from a transformative perspective, in addition to understanding the evolution of global technology, students gain experiences of success, which increases confidence in their own abilities.…”

Section: Discussionsupporting

confidence: 83%

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

SAGE Open

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Industry and higher education are increasingly utilizing online environments due to digitalization. As a result, the learning experiences in these new digital learning ecosystems as communities must be re-examined critically. This study incorporates the second cycle of the design-based research (DBR) study developing the design principles and theoretical framework for a digital learning ecosystem in Information and Communication Technology (ICT) engineering education in Lapland University of Applied Sciences (UAS), Finland. This cycle examines students’ learning experiences in a project and Industry 4.0-based approach in a digital learning ecosystem with authentic industry assignments and involvement. The study examines the learning experiences of ICT engineering students in a project and Industry 4.0-based approach in a digital environment with authentic industry assignments and involvement. The study was carried out using the Community of Inquiry (CoI) approach. Rasch Rating Scale Model was used to analyse first-, second-, and third-year students’ responses to a translated and adapted CoI questionnaire. Open-ended questions were added to the questionnaire, which was then analysed using content analysis. The results indicate that students perceived project-based learning in an online setting positively. However, the findings point to issues with social interactions and the actual application of learnt knowledge and skills. Challenges in task management and scheduling, as well as receiving feedback, had a somewhat negative impact on the learning experience, particularly during the first year of study. Finally, this paper concludes by presenting a visual model summarizing the design framework developed through a broader DBR study informed by the previous DBR cycles. The findings may benefit practitioners in developing similar communities and ecosystems.

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Section: Discussionsupporting

confidence: 83%

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Mielikäinen

Viippola²

2023

SAGE Open

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“…STEM learning is different from traditional learning which positions students as passive learners ( Struyf et al, 2019 ). Many integrated STEM teaching practices emphasize students’ capacities to use scientific or mathematical ideas in engineering or technological design contexts (e.g., So et al, 2018 ; Wilson, 2020 ; Chang and Yen, 2021 ). Students need support to elicit the relevant disciplinary knowledge for the integrated contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

Lin

Chai

et al. 2022

Front. Psychol.

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Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic. Teachers’ efficacies for interdisciplinary communication and epistemic fluency have rarely been explored. In this study, we aimed to examine primary school, junior high school, and high school STEM teachers’ (N = 483) efficacies for daily instruction, student engagement, interdisciplinary communication, epistemic fluency, and technological pedagogical engineering knowledge (TPEK) and designing integrated STEM instruction. An exploratory factor analysis (EFA) (n = 155) and a subsequent confirmatory factor analysis (CFA) (n = 328) were used to validate the measurement and structural model. Next, a structural equation model (SEM) was employed to examine whether these variables were reliable predictors of teachers’ integrated STEM instruction. The survey was validated with good reliabilities and the structural equation modeling supported most of the hypotheses. Statistically, the results also showed that teachers’ general efficacies for daily teaching and students’ engagement predicted their interdisciplinary communication, epistemic fluency, and TPEK. Teachers’ interdisciplinary communication predicted their epistemic fluency, TPEK, and iSTEM. Teachers’ epistemic fluency also predicted their TPEK and iSTEM. In addition, multi-group analyses were used to test the measurement invariance of the scale and to compare the latent means between the genders and subject matters. The results of the various analyses confirmed that the measurement model appeared to be equivalent across the genders and subject matters examined. Genders and subject matters did not significantly differ in any of the measured variables. The results from this study indicate that teachers’ epistemic fluency and interdisciplinary communication play essential roles in advancing their TPEK and iSTEM. Hence, this study suggests that teacher professional development should focus on enhancing teacher epistemic fluency through interdisciplinary collaboration to support the development of TPEK and iSTEM instruction.

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“…These clubs go beyond traditional classroom settings, offering an environment where students can explore, design, and build robotic systems. Their ethos emphasizes teamwork, creativity, and applying STEM principles in a practical context (Chang & Chen, 2023). The key characteristics of robotics clubs include providing a supportive community where likeminded individuals converge to share a passion for technology.…”

Section: Robotics Clubs In K-12 Educationmentioning

confidence: 99%

The impact of robotics clubs on K-12 students' interest in STEM careers

Oyebola Olusola Ayeni,

Chika Chioma Unachukwu,

Nancy Mohd Al Hamad

et al. 2024

Magna Sci. Adv. Res. Rev.

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This paper explores the transformative impact of robotics clubs on K-12 students' interest in Science, Technology, Engineering, and Mathematics (STEM) careers. Through a comprehensive review, we delve into the experiential learning environment, critical thinking skills, and collaborative dynamics fostered by these clubs. Despite their potential, challenges such as accessibility, gender disparities, and resource constraints are identified. The recommendations provided offer strategic insights to optimize the effectiveness of robotics clubs. These recommendations aim to create inclusive, sustainable, and impactful STEM engagement by emphasizing equitable access, diversity, and integration with the formal curriculum. By addressing challenges and implementing recommendations, educators and policymakers can harness the full potential of robotics clubs in shaping the STEM trajectories of K-12 students.

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The role of learning style in engineering design thinking via project-based STEM course

Cited by 8 publications

References 51 publications

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI)

Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency

The impact of robotics clubs on K-12 students' interest in STEM careers

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