STEAM-Project-Based Learning Integration to Improve Elementary School Students' Scientific Literacy on Alternative Energy Learning

Adriyawati,; Utomo, Erry; Rahmawati, Yuli; Mardiah, Alin

doi:10.13189/ujer.2020.080523

Cited by 61 publications

(65 citation statements)

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“…According to the results, the majority of STEM activities involved both student-tostudent interaction and student-to-teacher interaction (75%). For example, a study by Adriyawati and colleagues [46] engaged elementary-level participants in a project-based learning activity that allowed students to interact with each other and the teacher(s) as support. In addition, few studies involved only student-to-student interaction at a high school level [47,48].…”

Section: What Kinds Of Rules Were Employed In Stem Activities During the Last 10 Years?mentioning

confidence: 99%

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Gyasi¹,

Zheng²,

Zhou³

2021

Sustainability

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Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

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Section: What Kinds Of Rules Were Employed In Stem Activities During the Last 10 Years?mentioning

confidence: 99%

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Gyasi¹,

Zheng²,

Zhou³

2021

Sustainability

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“…Moreover, the PBL earning model emphasizes contextual learning through complex activities such as giving students freedom to explore and plan learning activities, carry out collaborative projects, and ultimately produce a product (Adriyawati, et al, 2020). Therefore, integration of STEAM-PBL into science learning encouraged students to be able to see the relevance of science knowledge of phenomena in daily life, develop curiosity and problem solving, and increase students' courage to ask questions and explore various sources to find information (Adriyawati et al, 2020).…”

Section: Pbl and Steammentioning

confidence: 99%

Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp

Syu

2021

Int J Technol Des Educ

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The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

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“…The plastic dilemmas stories are accompanied by questions that seek to involve the students in overcoming the dilemmas presented. The students work individually at this stage to encourage critical thinking, enhance their motivation to be actively involved in learning, and increase their curiousity (Adriyawati, Utomo, Rahmawati & Mardiah, 2020). Students then discuss their answers in groups and collaborate to agree on a single solution for the group to progress into the next stage.…”

Section: Reflectionmentioning

confidence: 99%

The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix

Rahmawati

Afrizal

Astari

et al. 2021

J. Technol. Sci. Educ.

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This study aimed to analyze students’ thinking skills through integrating dilemmas stories with a Science, Technology, Engineering, and Mathematics (STEM) project in polymers topic. The participants were 47 Grade 12 students from a public senior high school in West Java Province. The research employed a qualitative method to obtain data through classroom observations, reflective journals, interviews, and a concept test. Students’ thinking skills were assessed using Hess’ Cognitive Rigor Matrix, which combines Bloom's taxonomic and Webb's depth of knowledge. The results show that most students reach level C2 of Bloom's taxonomy and level 1 of Webb’s depth of knowledge, meaning that most students understand and recall the information. The results indicate that integrating dilemmas stories with STEM-PjBL enables students to explain using simple sentences and prior knowledge. In addition, this approach provides an opportunity for students to develop their critical thinking, creativity, and argumentation skills through problem-solving and project making.

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STEAM-Project-Based Learning Integration to Improve Elementary School Students' Scientific Literacy on Alternative Energy Learning

Cited by 61 publications

References 0 publications

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp

The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix

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