STEM-based Project for Everyday Life Created by Pre Service Students and Its Implication of Pedagogical Competence for Science Teacher

Abstract

STEM Education has become framework of lifelong, life-wide, and life-deep across the word in Science Education. Some research investigated about how student comprehend science concept and its related into technology, engineering and mathematics lead to science conception in more deep insight. Pre service science teacher has important role to build and disseminate STEM approaches into science teaching practices. This study aims to investigate how preservice science teacher create STEM- based project concerning on essential science concepts. About 72 pre service students of Science Education Study Program in STEM course involved in this study who work in group of four students each. During eight weeks they begin with group discussion, group presentation to share their project idea, supported with journal review, preparing project, designed first project, peer review, improving project until finalizing projects. About eight from eighteen titles of their projects have been selected to be deeply analyzed further because of similar based science concept referred to changes in electrical energy into motion in some various project they created. The title projects are: a) electric broom; b) simple mixer; c) mini vacuum cleaner; d) Air conditioner recharge; e) blender; f) earth rotation; g) locomotive; h) mini generator. Based on group discussion, group review, and interview there were found seven kinds of their understanding of STEM begin with lack explanation of scientific reason, theoretical explanation only, good explanation of scientific reason, ability to apply STEM in daily life, lack implementation of Reduce-reuse-recycle, and good implementation of reduce-reuse-recycle. Implication of STEM-based project into science teaching learning material have been discussed.

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

“…PSTs had increased science literacy skills (Amiruddin et al, 2021) and STEM content knowledge, particularly science content knowledge, followed by engineering, technology and mathematics content knowledge (Mayasari et al, 2019). The project-based learning STEM approach has promising implications for PSTs to create projects as teaching materials (Djulia & Simatupang, 2021) and improve learning outcomes, even if conducted in an online learning setting (Asri et al, 2021). Other articles show STEM improves problem-solving skills of PSTs (Wildani & Budiyono, 2022) and develops logical reasoning skills (Utomo et al, 2020).…”

“…Seven articles demonstrated STEM integration without explaining the contribution of each STEM discipline. Four articles encouraged product design (Amiruddin et al, 2021;Asri et al, 2021;Djulia & Simatupang, 2021) and crosscutting concepts (Sumirat, 2019) involving multiple disciplines. Three articles saw STEM integration as STEM-based learning media development involving a real-life context.…”

“…Most participants experience four representation modes: diagrams, concrete models, written text, and spoken language. Participants design and create projects or devices, write reports or orally present their findings or products (Amiruddin et al, 2021;Asri et al, 2021;Azhar et al, 2022;Djulia & Simatupang, 2021;Mayasari et al, 2019;Rosana et al, 2021;Sumirat, 2019). Other participants create graphs, simulations, learning webbased media (symbol, diagram, and picture mode representation), explain products verbally, and then report in written form (Chai et al, 2020;Utomo et al, 2020;Yulianti et al, 2022).…”

“…In STEM-based media development, participants create diagrams (Arifanti et al, 2021), conduct observations (Ngabekti et al, 2019) and create projects or experiments (Elfa Sari et al, 2021;Jannah et al, 2021). Five articles have participants feel experience-based metaphors allowing a choice of project or design to create (Chai et al, 2020;Djulia & Simatupang, 2021;Sumirat, 2019), then solve real-life community problems (Mayasari et al, 2019;Rosana et al, 2021).…”

“…The problem or challenge needs to be realistic and doable to engage participants in the learning process and give a positive response to the developed learning media. Some researchers provide opportunities for their participants to determine the real-life problems to investigate (Chai et al, 2020;Djulia & Simatupang, 2021;Sumirat, 2019), increasing the personal experience.…”