The impact of problem-based learning strategies on STEM knowledge integration and attitudes: an exploratory study among female Taiwanese senior high school students

Abstract

This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls' senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students' attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest's mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

“…Research on K-12 education has suggested that PBL increases students' engagement and enjoyment of STEM subjects in particular, especially for girls and underrepresented minorities [41][42][43][44]. Further, studies have shown that PBL can improve students' creativity [45], critical thinking and problem-solving skills [46,47], reflective thinking [48], communication and collaboration skills [45,[48][49][50] and ability to self-direct learning [45,46,51]. Teachers also report that they incorporate more 21st century skills into their teaching and assessment when using PBL [52].…”

“…Our focus on PBL also arises from the frequency with which inclusive STEM school leaders in this study described PBL as an important component of their schools [25] and from the recent rise in attention to K-12 implementations of PBL in the literature [42,[79][80][81]. Based on the Social Cognitive Career Theory [66] and research supporting the positive influence of PBL on students' ability beliefs, intrinsic motivation and ultimately their career interests [50,78], our main research question is: Are positive student experiences with PBL related to students' STEM ability beliefs and intrinsic motivation and in turn, their interest to pursue a career in STEM? (Hypothesis 6).…”

Supporting Engineering Design Ideas with Science and Mathematics: A Case Study of Middle School Life Science Students

“…Recent reform efforts in science and mathematics education, as shown in the Next Generation Science Standards (NGSS Lead States, 2013) and the Common Core State Standards for Mathematics (CCSSM; National Governors Association: Center for Best Practices, 2010), have included conceptions of engineering design, which further prompted the use of engineering design as way to teach science and mathematics. Engineering challenges can support students to meaningfully learn mathematics and science concepts through their application to realistic situations (Lou, Shih, Ray Diez, & Tseng, 2011;National Research Council [NRC], 2000). Thus, engineering provides opportunities for students to think critically about scientific and mathematical content.…”

Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi

“…Birçok araştırmada fen alanındaki başarı, kavramsal anlama, içerik bilgisi adı ile STEM'in veya mühendislik tasarım uygulamalarının bu değişkene etkisinin olumlu yönde olduğu belirtilmiştir. Mühendislik tasarım uygulamalarının (Apedoe, Reynolds, Ellefson ve Schunn, 2008;Doppelt, Mehalik, Schunn, Silk ve Krysinski, 2008;Ercan ve Şahin, 2015;Ernst, Bottomley, Parry ve Lavelle, 2011;Green, 2012;Lachapelle, Cunningham, Lee-St. John, Cannady ve Keenan, 2010;Marulcu, 2010;Mehalik, Doppelt ve Schuun, 2008;Mercan Höbek, 2014;Mooney ve Laubach, 2002;Reisslein, Moreno ve Ozogul, 2010;Riskowski, Todd, Wee, Dark ve Harbor, 2009;Wendell ve Rogers, 2013;Zeid, Chin, Duggan ve Kamarthi, 2014), probleme dayalı öğrenme stratejilerinin (Lou, Shih, Diez ve Tseng, 2011;Otoupal-Hylton ve Hylton, 2011), STEM ile ilgili entegre programların (Barrett, Moran ve Woods, 2014;Ceylan, 2014;Cotabish, Dailey, Robinson ve Hughes, 2013;Jeong ve Kim, 2015, Lam, Doverspike, Zhao, Zhe ve Menzemer, 2008Olivarez, 2012;Rehmat, 2015;Robinson vd., 2014;Vollstedt, 2005;Yoon, Dyehouse, Lucietto, Diefes-Dux ve Capobianco, 2014) fen alanındaki kavramsal anlama, içerik bilgisi veya başarıyı geliştirdiği sonucuna ulaşılmıştır. Bununla beraber alan yazında mühendislik uygulamalarının (Barth, 2013;Schnittka, 2009) ve STEM etkinliklerinin (Kutch, 2011 fen başarısı üzerine anlamlı etkisinin olmadığını belirten araştırmalar da bulunmaktadır.…”