Development and Evaluation of an Integrated Project-Based and Stem Teaching and Learning Module on Enhancing Scientific Creativity Among Fifth Graders

Siew, Nyet Moi; Ambo, Norjanah

doi:10.33225/jbse/18.17.1017

Cited by 48 publications

(43 citation statements)

References 25 publications

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“…To achieve this goal, the teachers should be engaged in a self-development simultaneously with the student development. This concept is consistent with Punnee, Siew and Ambo and Douglas, Christopher and George (Leekitchwatana, 2017;Matijević, Opić & Lapat, 2016, Siew & Ambo, N. (2018, Douglas, Christopher and George (2018) as the study developed some competency factors for a group of lower-secondary information technology teachers and improved their knowledge and skills using a short-term training course incorporating the competencies. The final aims were for these teachers to further teach their lower-secondary students using the knowledge and skills they previously acquired.…”

Section: Discussionsupporting

confidence: 82%

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Suwanroj

Leekitchwatana

Pimdee

2019

J. Technol. Sci. Educ.

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The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital ; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

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Section: Discussionsupporting

confidence: 82%

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Suwanroj

Leekitchwatana

Pimdee

2019

J. Technol. Sci. Educ.

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“…These results are following the ANOVA data in Table 1 which proves that learning based on the Celik STEM Module through the engineering design process can improve the fluency of creativity, especially students can develop so many ideas that are relevant and meaningful (indicators of high fluency) to solve problems according to the activities shown in the module. As has been eloquently stated by (Siew & Ambo, 2018), the engineering design process can foster students' confidence in generating and exchanging ideas and trying to help each other produce excellent and final quality products. It contributes to the development of positive student creativity (Siew et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

Shukri¹,

Ahmad²,

Daud³

2020

JPBI

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STEM-based learning innovations have been massively developed especially related to 21st Century skills. This study was done to explore a relationship between creative thinking and science achievement through the implementation of integrated STEM-based module on Reproduction topic. A quasi-experimental study involved pretest-posttest non-equivalent group design with sample of 60 eighth graders from a boarding school in Baling, Kedah, Malaysia. The samples was divided into two groups - 30 students of treatment group and 30 students of control group. The data were collected from pre-post-Reproduction Test Questions (RTQ) scores and pre-post-Creative Thinking Test Questions (CTTQ) scores. Pearson Correlation and one-way ANOVA at a significance level p < .05 were performed in analysing data. Findings reveal no statistically significant relationship between creative thinking and science achievement for both treatment group (r = .220, p = .243) and control group (r = .308, p = .098). Besides, there is a statistically significant and moderate and positive relationship between creative thinking indicator of fluency and science achievement (r = .463, p = .010) of the treatment group. In conclusion, general finding is an evidence that between creative thinking and science achievement shows a consistency in whatever teaching strategy implemented. In which, educators need to realize that academic achievement does not necessarily be a necessity in shaping one’s creativity. Therefore, further study is needed to investigate the relationship between these variables in the execution of STEM teaching and learning so that the findings can be generalized to a larger population.

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“…Students are also engaged in an engineering design process which focuses on solutions by sketching and constructing technical products that drive students to encounter the five subscales of trait dimension of scientific creativity. The STEM-PjBCL module was found to have a moderate high acceptability of fifth graders, good content validity, and acceptable reliability (Siew & Ambo, 2018).…”

Section: The Instructional Methodsmentioning

confidence: 93%

“…The following sections discuss the differences between the three instructional methods. The STEM-PjBCL module developed by researchers (Siew & Ambo, 2018) was utilized in the STEM-PjBCL instructional method. The STEM-PjBCL module was developed based on the integration of the four phases of the Directed Creative Model (Plsek, 1997), Numbered Heads Together cooperative learning model (Kagan & Kagan, 2009), engineering design process (Massachusetts Department of Elementary and Secondary Education, 2016) and STEM.…”

Section: The Instructional Methodsmentioning

confidence: 99%

“…Numbered Heads Together (NHT) is a cooperative learning model that holds each student accountable to learning as a group (Kagan & Kagan, 2009). NHT was proven effective in fostering learners' scientific creativity (Maulana, 2014;Siew & Chin, 2018;Steen, 2013). Thus, the researcher has integrated the Numbered Head Together into PjBL and STEM activities to create conducive environments for fostering scientific creativity.…”

Section: Introductionmentioning

confidence: 99%

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The Scientific Creativity of Fifth Graders in a Stem Project-Based Cooperative Learning Approach

Siew

Ambo

2020

PEC

Self Cite

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This research aimed to examine the effects of an integrated STEM project-based with cooperative learning (STEM-PjBCL) approach on fifth graders’ five sub-scales of trait dimension in scientific creativity. A quasi-experimental pre-test and post-test non-equivalent control group design was employed. A total of 360 fifth graders from four randomly selected primary schools were chosen as sample and assigned to STEM-PjBCL (n=120), PjBL (n=120), and Conventional (CV) (n=120) instructional methods. The Figural Scientific Creativity Test was used as the pre-test and post-test. Multivariate Analysis of Covariance (MANCOVA) was performed on the post-test scores with pre-test scores as the covariates to examine whether a significant difference existed across the three methods. The results showed that fifth graders taught with the STEM-PjBCL method significantly outperformed their counterparts in the PjBL and CV method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. However, fifth graders taught in the PjBL method did not significantly outperform their counterparts in the CV method in the five sub-scales of scientific creativity. Large effect sizes were obtained for comparing STEM-PjBCL with the PjBL and CV method. The results suggest that the STEM-PjBCL method produces a significant beneficial effect on promoting the five sub-scales of trait dimension of scientific creativity among fifth graders. Keywords: cooperative learning, project-based learning, scientific creativity, STEM, trait dimension.

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Development and Evaluation of an Integrated Project-Based and Stem Teaching and Learning Module on Enhancing Scientific Creativity Among Fifth Graders

Cited by 48 publications

References 25 publications

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions

Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

The Scientific Creativity of Fifth Graders in a Stem Project-Based Cooperative Learning Approach

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